LB 1027 
J.E43 
I Copy 1 



PROJECTS 

FOR THE 

ELEMENTARY SCHOOLS 



SAMPLE MATERIALS 

FOR THE 

KINDERGARTEN, FIRST, SECOND 
AND THIRD GRADES 



Edited By 
CHARLES H. ELLIOTT 
and CHARLES S. CROW 



Published by 

STATE UNIVERSITY OF NEW JERSEY 

New Brunswick, New Jersey . 



PROJECTS 

FOR THE 

ELEMENTARY SCHOOLS 



SAMPLE MATERIALS 

FOR THE 

KINDERGARTEN, FIRST, SECOND 
AND THIRD GRADES 



Edited By 
CHARLES H. ELLIOTT 
and CHARLES S. CROW 



Published by 

STATE UNIVERSITY OF NEW JERSEY 

New Brunswick, New Jersey 



These projects have been planned, developed 
and reported by those New Jersey teachers 
enrolled in the Extension Courses in the 
Project Method of Instruction. 



Copyright, 1921, by Charles S. Crow 
and Charles H. Elliott 



, JAN ~1 1922 

^C!.A653449 

Copies of this bulletin are sold at 25 cents 
each. They may be ordered from the Direc- 
tor of Extension Courses. Box 93. New 
Brunswick. New Jersey. 



PREFACE 

The sample projects included in this bulletin have been devel- 
oped in our University Extension Courses in the Project Method of 
Instruction. These classes have been organized in various centers 
throughout the State during the past two school years. 

Each teacher pursuing the course has been required to plan a 
project and with the permission of her supervisors, work it out in 
her class room. A full report of the undertaking of such scope as to 
be helpful to other teachers of the subject or grade has been rendered 
in each case. We are convinced that one method for bringing about 
intelligent progress in education consists in making available for 
teachers generally samples of the best work being done in the schools 
in the form of carefully prepared outlines and bibliographies, sug- 
gested sources of materials, standards of achievement, sample pro- 
jects, and the like. We feel that the projects which follow do repre- 
sent some of the best work now being attempted in the New Jersey 
schools. 

The projects in this bulletin have been selected from a much 
larger list. It has been impossible to include all that have been 
submitted for these grades. Bulletins which include materials of 
instruction for Grades IV-VI and for the Junior and Senior High 
School will follow. 

We desire to express our thanks to the county superintendents, 
city superintendents, principals, and presidents of teachers' organi- 
zations who have cooperated in the organization of our Extension 
Courses and who by their untiring efforts have contributed so much 
to making them a success. 

The Editors. 



KINDERGARTEN PROJECTS 

Applegates Farm 

(Columbus Kindergarten) 
Bessie Pozvner, Trenton, N. J. 

Introduction 
This project was worked out by the kindergarten children of 
the Columbus School during the school years — 1918-1919, 1919-1920 
— and 1920-1921. The same project was used each year but natur- 
ally different children were interested in different phases of it. The 
project was such a far reaching one that it continued throughout the 
entire year, almost all our other smaller projects working out under 
the general topic "Applegate's Farm." 

Situation 

In order to carry out profitably a large farm project, it was first 
necessary to know a great deal about a farm ; so our first problem 
was to see a farm. We planned to live on a farm for an entire day, 
so due to the kindness of Commissioner Page, Mr. Plant and Mr. 
DeBlois in putting automobiles at our service for the day, we packed 
about one hundred four and five year old children into the machines 
at 9 A. M. and traveled to Mr. J. C. Applegate's farm near Prince- 
ton, N. J. 

There we saw everything to be found on a large up-to-date 
farm : The house and the family ; stables and horses ; barns, cows, 
calves; pig stye and pigs (all ages) ; sheep barn and sheep; chicken 
coops and chickens ; pigeon houses and pigeons ; duck houses and 
•ducks ; dog kennel and dog ; rabbit houses and rabbits ; ice house ; 
machinery house, machinery and tractors; (a few of which we 
saw at work); carriage house and wagons; corn cribs; garage; 
milk house ; potato, pumpkin and apple storage bins. 

One of the interesting activities was following the brook, which 
led us to a few bridges and a quarry with a house near by which 
had been built with stone from the quarry. We also saw the hay 
loader at work in the fields and the hay wagon unloaded at the barn 
with the hay fork. The play on the straw stacks was very pleasant ; 
and it is hard to tell who enjoyed all these things most, the pupils or 
the teachers. 

5 



After a wonderful sight-seeing pleasure seeking day we returned 
to the school at five in the afternoon. 

Needless to say we were all full of farm and had plenty of ideas 
to express and work out during the entire year. I cannot tell in 
detail all of the projects but will list a few of them with some of the 
details. 




A F.\RM OF Our Own. 



Activities 

The project we tried first was a miniature farm principally made 
up of buildings and toy animals. 

Later we had a project called "The Barns."' These barns were 
built with the large Hill blocks and separated into horse stalls and 
cow barns — the second floor was divided into hay loft — feed rooms 
and pigeon house. We also had the calf stalls and the potato cellar. 
Then toy horses, cows, pigeons, etc., were put into their stalls, feed 
bags were made and filled with different kinds of grain, some of 
which the teacher supplied, some the children supplied, and some 
were bought of the J. E. Stevenson Company. 

We had an interesting time making feed bags. Our bags were 
sewed by our four year old children with cheese cloth, because it 
happened to be the only available goods we had. We, the teachers, 
were j^rfectly satisfied with the result but the children were not. 

6 



They insisted on different bags, just like those we saw on the farm, 
so burlap was bought and new bags were made and piled in the feed 
rooms. 

Construction Work with the Hill Blocks 

(I may add that the Hill blocks, to which I refer, are large so 
that the houses may be made big enough for a child to get into. They 
are adequate for all kinds of building work). 

Later we played carting the grain into town and selling it— just 
as we had seen it done at the J. E. Stevenson's Company. This sell- 
ing of our things led on to our "Red Cross Fair" project. 

This was a very interesting little project lasting only a few days. 
Our class was supposed to raise about live dollars for the Red Cross. 
At first this seemed a puzzling problem ; but one child, remembering 
our trip to Stevenson's, thought of selling something. What could 
we sell? Of course, we had some very wild suggestions, but it was 
finally decided to sell apples, candied apples, apple-sauce, sand- 
wiches, lemonade, and peanut brittle. Then we cooked for two or 
three days, most of the things being supplied by the children, and 
some of the apples being bought at the farm. Next came the prob- 
lems of decorating the room, of naming our performance, of appoint- 
ing clerks to sell, and of advertising. More wild suggestions ! Fin- 
ally it was decided to write an invitation to different classes in our 
school to come to our "Red Cross Fair" on different days. Our 
booths were built and decorated and signs were made such as "Red 
Cross Fair" ic. Candied Apple, 5c, Lemonade 2c. The signs were 
printed with the printing press. Needless to say we easily made our 
five dollars, for we had many children who visited our fair because 
of their curiosity to see what we could do. Our own children (five 
year olds by the way) took entire care of the booths, selling and 
making change. 

"Sammie and Susie Littletail" 
"Sammie and Susie Littletail" was a most enjoyable rabbit pro- 
ject. We had been reading the book called "Sammie and Susie Lit- 
tletail" by Garis, the first of a series of books for children. (I might 
mention here that this is a very excellent series for the five year old 
children). We read one or two chapters each day before the chil- 
dren went home, each chapter being a complete story and yet telling- 
just enough of the succeeding chapter to encourage interest in the 
next story. The children learn much of the life history of the ani- 
mals from these story books, whether it be Sammie and Susie Little- 



tail, Johnny and Hilly Bushytail, Curly and Floppy Twistytail, Jackie 
and Kittie Kat, or any other of the books in this series. 

At the time we were reading the first book in this series, we had 
two real rabbits in school, so of course they were named Sammie 
and Susie. A house and yard were made for them and they were 
fed. A sign was made over the house with letter blocks, RABBITS. 
The children found the blocks by comparing the letters with the 
printed word they had asked us to make. A short time later we had 
two rabbit dolls and they were at once christened Sammie and Susie. 
The children wanted their names on them, so a belt was suggested 
for Sammie and a sash for Susie. These were made and the names 
printed on them. Then Alex, said "I don't know my name" so Marie 
said "I guess you better have a belt* too." Eventually belts were 
made for all the children and their names were printed on them. 
Each morning as the children came to school they would hunt out 
their own belts, tie them on, and wear them all day. In three days 
the children, with only two exceptions, could recognize their names 
from the belt or from the name cards w4iich were made the second 
day. 

The children were made very happy one day when they were 
wearing their belts. Our newly appointed Dr. Farley, came to exam- 
ine teeth and of course didn't know our children and they didn't 
know him, but O My ! weren't they joyful when he looked at their 
belts and then at them and said "Well Lucy, how are you today?" 

This project was the beginning of our reading, and every pro- 
ject afterward had its reading charts as suggested by the children, 
whether the project was "The House," "The Bridge" or a story such 
as "The Three Bears" or "Billy Boy." 

Another very pretty and interesting project was "The Brook" 
project. On the farm w-e saw an ice pond and the apparatus for 
lifting pieces of ice into the ice house. This was intensely interesting 
to Clifford especially because "Isn't my Pop an ice man?" We 
simply had to have a pond. The first problem was to find a suitable 
place to put it ; and it had to be something that would hold water. 
After many suggestions, we decided to try the sand table. Wonder- 
ful ! for about fine minutes, then we had a regular flood for the table 
leaked. We had almost given up the idea of the pond when Clif- 
ford had another bright idea : "Get the plumber and let him mend the 
table." Money was scarce, so w-e decided to use plasticine, 
which worked beautifully when pushed into the cracks. Then 
more water was added. Stones were gathered and put along the 



sides of the pond. Later it was suggested that we have flowers 
growing along the edges of the pond and as we had some narcissus 
bulbs growing in stones and water in baskets, bulbs were suggested , 
so we took a trip to see Mr. Fink, the florist, and bought some and 
planted them. These looked very pretty when blooming. 

Later a bridge and wharf were built by the boys from old boxes 
which they brought from home, also a little house for the bridge 
tender. These were all painted red. Then boats were built with 
spools for smoke stacks and the little girls dressed little penny dolls 
to ride in the boats. I must also mention that we simply had to have 
fish and after several attempts to get minnows and tadpoles, we 
were obliged to be satisfied with gold fish. They, however, looked 
very pretty swimming in the water and hiding under the bridge. 
One day to my "teacherish" horror I turned to see a little boy with 
the watering can held high in the air sprinkling all over the pond 
and of course some on the floor and when I asked him what he was 
doing that for; he said "O nothing! It's just starting to rain." 
Well I never saw such excitement for a few minutes for weren't 
the penny dolls out in the rain with their best clothes on? These 
were hurriedly snatched out of the rain and bathing suits and umbrel- 
las were very quickly made and the dolls were allowed to go out rid- 
ing again even though it was raining. 

During the year we had many other farm projects such as "The 
Farm House," "The Store," "The Corn Cribs," and "The Family." 

"The Family" 
I must tell a little about this family project. After having built 
Applegate's house and furnished it, it was decided that we must 
make our family. This at first seemed quite a problem, but some one 
suggested that we could make our dolls like the rabbit dolls. This 
was a splendid idea so material (turkish toweling) was bought and 
pieces were cut for the head and body; separate pieces were cut for 
arms and legs. These were over-casted along the edges, turned inside 
out and stufifed with small snips of goods snipped by the smaller 
children. Later, the arms and legs were sewed to the body. Hair 
was also added to two of the dolls. The rest are totally bald. Later 
these were dressed in wonderful clothes. You will please notice that 
the father of this family is lavishly garbed in bright blue velvet. His 
trousers were made one leg at a time the seams on each side of the 
leg, and a space was left unsewed on one side for a pocket — a 
handkerchief is pushed into the pocket. Taken all together this is 
a most wonderful family. 

9 



Our manual training teacher is now working with us on a 
"Swing" project. The sixth grade boys are building us a garden 
swing and our little children are making cretonne cushions for it. 
As soon as this project is finished I will try to get a few photographs 
of it. The cretonne cushions will match the other cushions that our 
children made for the window seat. 

We have been trying to work out a dove project but have not 
been entirely successful with it. Of course we have buih many cages 
for our birds and our children have learned to care for them. The 
doves are very pleasant company for us and look very pretty too, fly- 
ing about the room, and eating frt)m the children's hands. 

In each project we allow the children to suggest the "what to 
make" and "how to make it," as far ^s possible, only stepping in 
when necessary, showing pictures and picture books to help solve 
their problems. 

Results 

This project provided interest throughout the year, gave the 
children a greater knowledge of how we live, and of the productive 
values of the farm. They gained many facts concerning the life 
habits of the farm animals. The manual skill which was gained 
through the manipulation of building blocks, modelling, cooking, 
sewing, planting, and working with wood was worth while in quality 
and amount. 

This project provided for reading which is most valuable. It 
also developed a good sense of judgment for poor work was not ac- 
cepted by the children. It was purposeful, whole-hearted activity 
with quantities of happiness and joy. 

The Wind's Work (Kindergarten) 

Emilie Eickc, School Xo. 5, West Hohokcn, N. J. 

Situation 

One very windy morning in March, the children of the Kinder- 
garten came with the remark, that the wind was very cold, and blow- 
ing so hard that they could hardly keep on their hats. This was 
taken as a starting point, and led to a discussion of what the wind 
does and how busy it is. The children mentioned what they had seen 
on the way to school ; clothes blowing on the line, trees swaying, dust 



and paper blowing about the streets, hats blowing and rolling around 
and flags waving. A little boy said, "It helps to make the boats go." 



When asked what they would like to do, the children said, "JVIay 
we make a picture with paper and crayons?" The results were very 
crude, some drawing trees, hats, ships and a flag. Two children 
asked to go to the board and they drew a tree bending in the wind, 
and clothes blowing on the line. 

We were then ready to see how the wind plays with the chil- 
dren, helping them to fly kites, sail balloons, and boats, and turn pin- 
wheels. All were anxious to make one of these toys, so we distrib- 
uted colored papers and made pinwheels, which we fastened to the 
window sill. They had nothing to take home with which to play, so 
we made kites, with tails and strings, and the children had a fine 
time playing with them in the room. The children listened to Stev- 
enson's poem, "The Wind." One child remarked, "I wish we could 
make other things." He was told it was dismissal time, but the fol- 
lowing day, we would continue our work. Many asked, "May we 
make sail boats ?" 

The next day all were eager to go to work. The children were 
given practice paper and scissors, but the majority found the prob- 
lem a difficult one. Then we decided that the teacher should show 
them how to make a boat. Each child was given a square of 5"x5' 
colored paper, which was cut on a diagonal. One half was cut 
for the bottom of the boat, and the other half was used for the sail. 
The children were allowed to follow their own plan for cutting the 
sails and arranging them. These were mounted on bogus paper and 
crayon was used to color the water. 

This project also offered an opportunity for picture study. A 
picture entitled "The Busy Wind," was shown and a song illustrat- 
ing it, sung. The song is found in "Songs of a Little Child's Day." 
by Poulson and Smith : 

"The wind blows low, . 
The wind blows high, and sings, 
A worker strong am I, 
I sway the tree-tops to and fro, 
I dry the clothes as I blow, blow, blow." 

A prominent feature of the picture was the clothes on the line. 
Peg boards, pegs, string and paper were distributed. The children 



placed pegs around the board for a fence and erected poles in the 
yard to which they tied the line. They tore the garments from paper 
and hung them on the line. 

Our next problem to be solved was the construction of a wind- 
mill. Each child received two pieces of construction paper, 9"x9" 
and 3"x9", paper fastener, scissors and paste. The teacher gave 
directions for the first steps. The large sheet was folded in the cen- 
ter and the edges to the center. It was folded and pasted to form, a 
triangular prism. The children were allowed free play. They cut a 
door and window. The 3"x9" strip was folded lengthwise and cut, 
placed together in the center and fastened to the main part of the 
windmill. The children were delighted, for they had a windmill that 
could stand, with arms that would turn when placed in the wind. The 
little ones found the fastening a hard problem, and were given assis- 
tance. 

Our last problem was to illustrate the work of the wind in the 
sand table. This gave an excellent chance for cooperative work. 
Boxes of blocks, paper, paste, scissors and fasteners were distributed. 
The best results were placed on the sand table, so the children were 
eager to do the work. They arranged a house and garden in one 
corner, using pussywillow twigs for trees. A clothes line was placed 
at the rear of the house and clothes cut from paper were fastened on 
the line. One child made a windmill, a copy of one we had made the 
day before. Another made a bridge using blocks ; another cut sail- 
boats and pasted them on oblong blocks so they would stand ; a kite 
was hung on a tree. Some of the children cut houses of paper and 
placed them in the sand. 

During the rhythm and game periods, we played with pin 
wheels and kites, acted as "windmills," and carried imaginary bal- 
loons. Suitable music was used for each rhythm. 

Results 

This project gave an opportunity for oral reproduction, creative 
and construction work. The children used blocks, sticks, tablets, 
and peg boards as a medium for expression. They built houses, 
bridges, made pictures of kites, boats, trees, clothes, and pictured dif- 
ferent activities we had talked about. 

The children felt they were conducting the work and that it was 
all their own. The work was of a very simple nature, but this gave 
even the very small children, a chance to take part, and enjoy the 
working out of the ])roject. 



FIRST GRADE MATERIALS 
The Post Office (First Grade) 

Anna R. Reynolds, Jefferson School, Trenton, N. J. 

Purposing 

The following project presents one unit in which the social 
experience of first grade children expressed itself through oral and 
written language, reading, spelling, number, drawing, representative 
play and constructive activity. The problem arose primarily out of 
informal talks with the children on the "The Father's Occupation" 
as a subtopic to the general subject "The Home." As we have been 
in the habit of taking an excursion before beginning to work on a 
project, the children immediately suggested that we visit the Post 
Office. On our return they decided to convert the Red Cross booth 
into a post office. 

Activities 

The shelves inside the Red Cross booth were divided into six 
parts by using strawboard, paper fasteners and thumb tacks. We 
called these our letter boxes. Each box had a number and a little 
door. We used automobile glass for the doors. Then there was the 
Parcel Post, Thrift and War Savings Stamps, Registered Letter, 
Money Order and Postage Stamp Departments. 

How it Motivated the Subjects of the Curriculum 

1. Reading. 

Short stories were composed by the children illustrating exper- 
iences on our walk to the post office, the story of "Our Post Office" 
and the story of a letter. These stories were put on charts, then into 
booklets by the children. Each child had one. After being illus- 
trated and put into booklet form the best ones were added to our 
library. Bulletin board notices in connection with the work were 
posted for silent reading purposes. Directions were printed on the 
board from time to time. 

2. Language. > 

Discussions in connection with the preparation were ; 

1. How shall we make our letter boxes? 

2. What shall we have on sale in our post office ? 

3. How shall we make the stamps and envelopes? 

4. Whom shall we need to work in our post office ? 

13 



5- How shall they be chosen? (Considered candidates). 
Elected a person for no other reason than his fitness 
for the position. 

6. How shall we address a customer in reply to a question 
asked? (Emphasized courtesy). 

7. What will the postman need ? 

8. How shall we make them ? 

9. Where in our room shall we place the mail box? 

10. How shall we construct it? 

11. How shall people know what this is? 

(Walked to see a mail box and observed the word "let- 
ters" and U. S. M.) 

12. How shall letters and p»stal cards be stamped and 
addressed in order to reach their destination? 

13. What is the proper way to begin and end a letter? 
(Brought out the form of heading, salutation, body of 
letter, complimentary close, signature, etc. 

14. Criticisms, both favorable and unfavorable were given 
by children and teacher for the performance of duties 
and responsibilities assigned and executed. 

15. Summing up each day what has been accomplished and 
what needs to be done on the next day. How can it 
best be done? 

3. Printing, writing and spelling. 

When the question "How do people know what this is?" (Post 
Office Structure) was asked, the making of signs was started by 
some of the workers. Copies of the words, "Parcel Post," etc., were 
printed on the board. Numbers were printed on small pieces of pa- 
per to be pasted on the doors of the letter boxes (used printing press). 
Addressed parcel post packages were sent. Simple invitations to 
social functions and little notes to sick friends were composed by the 
children and sent. Each child wrote what he wished, but all followed 
the regular form for letter writing. An entry was made for the 
diary each day. (Simply one or two short sentences summing up the 
day's work). These were used for reading as well. 

4. Art. 

Blackboard drawing was a direct outgrowth of the subject. The 
post office, the postman wearing his hat and carrying his bag, parcel 
post windows and postal scales were drawn on the board. Sugges- 
tive pictures of the story were drawn on the reading booklets. Eas- 
ter and birthday cards were made. The children drew stamps and 
colored them red, green and purple. 

14 



The children were shown that invitations and letters should pre- 
sent a neat and orderly arrangement. 

5. Number. 

Progress was made in number by keeping account of possible 
expenses incurred, and the making of toy money. The playing of 
post office, selling stamps, envelopes, weighing parcel post packages, 
and making change, all engaged their interest. Securing information 
about first and second class mail and the difference in price proved 
a profitable topic. 

The nomination and election of a Post Master, a Parcel Post 
Clerk, a Thrift and War Savings Clerk, etc., was carried out by the 
children themselves. 

6. Constructive activity. 

The construction of letter boxes, postman's hats, bags, 
envelopes and mail boxes were undertaken. Clothes were made for 
"Ruth Jefferson" (class doll) sweaters, hats and scarfs were knitted. 
These were sent by parcel post. Birthday gifts were made and sent 
by parcel post. 

Habits Acquired Through the Activities Connected with the Work 

I feel that this project has been worth while in that it has devel- 
oped certain habits, such as, cleanliness and orderHness. Materials 
were put away in a neat and orderly way. Each child did his part 
to clean up when through working. Habits of clear and purposeful 
thinking were developed. The children initiated their own projects 
and selected the means for carrying them forward with suggestions 
from the teacher, the child being free to accept or reject. Habits 
of thrift were developed. As children faced problems of their own 
making, concentration and stability of purpose developed ; and, as 
interest and pleasure grew keener, they could remain for much 
longer periods at their chosen occupations. The work was a delight, 
and the joy of successful effort became an incentive to further activ- 
ity. Habits of honesty and truthfulness were developed; also self 
control and initiative. The Postmaster seemed to direct the activi- 
ties of the group toward useful ends, without bossing. Habits of 
courtesy and consideration were practiced. The children learned to 
close the door quietly. They worked with materials without making 
unnecessary noise. People were greeted kindly. They waited 
quietly in turn at the parcel post window. They laughed and talked 
quietly. They asked to be excused when passing in front of others 

15 



and picked up things dropped by another, etc. The children partic- 
ipated with keen interest, in group activities and seemed to enjoy 
working and playing with others. 

Early Life in America (First Grade) 

Alt a M. Prey, Garfield School, Kearny, N. J. 

Aims 
The teacher's aims were: 
To give the children a lively interest in coming to school. 
To lead to a spirit of gratitude in keeping with Thanksgiving. 
To lead the child to observe and appreciate nature. 
To lead to an appreciation of beautiful J^hought expressed in poetry 

and music. 
To give ethical lessons in kindness to birds, animals and to each 

other. 
To give the children an appreciation of home conditions of the pres- 
ent time compared to those of primitive man and of early set- 
tlers in America. 
The children's aims were : 
The making of an Indian head dress. 
The planning for, and arranging of an Indian Village in the sand 

table. 
The representation of the coming of the Pilgrims, in the sand table. 
The preparation for, and celebration of, the Thanksgiving party. 
Situation 
In October the story of Columbus was told, and that was the 
related experience from which the project started. By means of 
a few questions the story was recalled. Also the fact that Indians 
were found living here. ^ Pictures of Indians were shown and talks 
relating to their life and customs, methods of obtaining food and 
clothing, and means of transportation and communication were 
given. In this way we learned that the Indians have dark skin 
and black hair, that they paint their faces, decorate themselves with 
feathers, live in wigwams, use canoes, hunt with the bow and arrow 
and many other things. 

Activities 
A picture of a wigwam was drawn on the board and the chil- 
dren wanted to make pictures of wigwams. They were given the 
choice of one color to use with brown. Later, in m.aking a picture 
of an Indian, a free choice of color was given. The observation of 

i6 



pictures led the children to a desire to make Indiafi head dresses 
and this was our first real project. 

The question of materials was talked over and it was decided 
to use a long strip of paper for the band and colored papers for 
feathers. The teacher made a head dress before the class using the 
colored snips cut from the feathers to decorate the band. Materials 
were then given to the children and they made their head dresses. 
These were worn during game periods and on special occasions till 
they were taken home by the children after the Thanksgiving party. 
The question of how the Indians obtained feathers was discussed. 
Feathers were shown and their beauty noted. The "real" feather 
idea appealed to the children's imagination and some of them came 
with feathers, asking for bands to put them in. The children who 
had feathers shared with those who had none till each child in the 
class had a head dress. 

At this "stage of the game" Mr. Allison, of the Physical Train- 
ing Department, was invited to give us some suggestions for an 
Indian dance. He took charge of the class and went through an 
Indian dance with the children much to their delight. We also 
learned Indian songs and games. 

John's older brother had made him a bow and arrow and showed 
us how to shoot with it. Selections from the story of Hiawatha's 
childhood were given and pictures were shown. Dorothy's papoose 
doll illustrated the Indian baby's cradle and we learned the lullaby 
Nokomis sang to the little Hiawatha. 

"Ewa-yea ! My little owlet ! 
Who is this that lights the wigwam? 
With his great eyes lights the wigwam? 

Ewa-yea ! My little owlet !" 

The story of Hiawatha led to the suggestion that we build an 
Indian village in the sand table. Some of the problems to be solved 
were : How to represent the "Big sea water" : How to build the 
wigwams : How to represent the forest : How to make canoes, and 
Indians. The water was represented by pushing the sand to one end 
of the sand table. Materials that the Indians used in making their 
wigwams were discussed. What can we use? What would be bet- 
ter than paper ? Cloth was suggested and volunteers were called for 
to bring some. Two boys responded, Billy with a piece of brown 
cloth and James with a small piece of oil cloth. What did the Indians 
use to hold up their wigwams ? How shall we get trees ? How shall 



we get poles ?^ What grew behind the wigwam? An out of door 
walk was planned to find trees and poles. On our return from the 
walk each child put his tree in the sand table and Billy and James, 
with some assistance, set up their wigwams. 

What else do we need in our Indian village was the question 
the next morning, which brought the vigorous answer "Indians!" 
How shall we make them? Different materials were suggested and 
Plasticine decided on as being the best. "Only strong Indians that 
can stand up" was suggestion enough to bring a result that was sat- 
isfactory. The strong Indians were placed in the sand table. At 
another time canoes were made of the same material and a few were 
placed in the sand table for a short time. 

"The Coming of the Pilgrims" was introduced by a few ques- 
tions : When Columbus returned to his own country and told the 
people there of this beautiful country, some of them wanted to come. 
Among those who came, were the Pilgrims. A simple story of their 
coming was given, describing their voyage on the Mayflower ; the 
landing at Plymouth ; the building of the first large house ; then 
smaller ones for each family ; the hard winter, the friendly Indians, 
the favorable summer and harvest leading up to the first Thanksgiv- 
ing and its celebration. 

To show this in the sand table necessitated moving the Indians 
back into the forest. This accomplished, the next step was to make 
the Pilgrim settlement. After discussion as to what was needed, the 
"Mayflower" and houses were made of clay. A card board house 
was used to represent the first large house. Some boys brough' 
stones for the "rocky shore" and "Plymouth rock." The Pilgrims 
were represented by figures cut from post cards. A little china doi; 
was contributed by James. 

A discussion of what would be needed for the Thanksgiving 
table brought the suggestion of plates and napkins. Suitable decor- 
ation for these articles had to be decided upon. Dishes with dainty 
borders and paper napkins decorated with flowers were looked ar. 
Green and yellow colors were chosen and the plates and napkins 
were decorated. (Paper towels were used for the napkins). The 
table was then arranged for the party to be held in the afternoon. 
At the party some of the children were dressed to represent Pil- 
grims ; the others wore their Indian head dresses and beads and rep- 
resented Indians. We visited the Kindergarten and first grade 
classes where "give and take" concerts were given. The party in our 
own room followed, the children sitting at the table which they had 
arranged in the morning. Pop corn and apples were served. 

i8 



Though the historical significance of the day was emphasized, 
the social and spiritual meanings were not neglected. The idea of 
Thanksgiving was associated with various things for which a child 
should be thankful leading back to God, the giver of all good things. 
The Thanksgiving poem by Ralph Waldo Emerson was given in this 
connection and the poem, "Over the River and Through the Woods" 
emphasized the social side of Thanksgiving. 

Results and Values 
The problems that arose gave opportunity for art expression, 
constructive activity, development of ideas of number, oral expres- 
sion and dramatic expression through games. The child gained a 
training in association of ideas, a growth in imagination and dra- 
matic representation, enlarged sympathies and a feeling of responsi- 
bility in his social relations. The art work gave opportunity for 
free use of color and arrangement and through working with mater- 
ials, the child gained better control of them, leading to better expres- 
sion. The manual work gave the child opportunity to handle mater- 
ials and become familiar with them. The ability to work with others 
toward a common end was developed. The games furnished oppor- 
tunity for training in social cooperation and developed a better 
control of the body. An appreciation for good literature was devel- 
oped through the use of it. Music made the work more interest- 
ing and the child's sense of rhythm was developed. 

References 
A Primary History of the United States Barnes. 

Longfellow's Hiawatha Hiawatha's Childhood. 

" Chickens. 

" Brothers. 

Hunting. 
History for the First Three Years — Teachers' Monographs. 

(Oct. — Nov. 1914.) 

Beasts of Burden (First Grade) 

Bertha A. Vcarick, West Hohoken, N. J. 

Situation 

In February we talked and studied about the Eskimo, and the 
Eskimo's dogs, how they worked for him, how the Eskimo cares for 
his dogs and similar topics. One child made the remark that the dog 

19 



works for the Eskimo as the horse works for us. This opened the 
way for our project. I asked the children if they could think of any 
other animals that work as the dog does for the Eskimo and the 
horse for us. One little boy said "the camel works where the sand 
is" and another followed with "the cow worked in olden times." We 
explained that the cow that took the place of a horse was called an 
ox. We talked about the camel, how he worked, and where. This 
gave us as a beginning four beasts of burden, namely; horse, dog, 
camel and ox. I asked the children if they would like to learn 
more about these animals. We decided that we would like to learn 
all we could about these animals and find out if any other animals 
worked for us. 

Aims * 

My purpose in developing this project was three fold : — 

(a) To increase the child's knowledge 

(b) To broaden his outlook 

(c) To create an atmosphere which would tend to make 
the child responsive. 

The pupils' purpose was to learn all they could about animals 
that work for man. 

Planning 

After we had decided that we wanted to learn all about these 
animals, I asked the children if they could think of some things we 
could do that would help us learn about these animals. Some 
responses were : "we could look at them," "you could tell us about 
them," "we could look at pictures," "we could bring pictures," "we 
could bring story-books," "we could play animals," "we could sing 
about them," etc. We planned to bring play dogs, horses and other 
animals, pictures, story-books or anything we could find that would 
help us to learn about these animals. 

Activities 

Toy horses began to arrive and in two days we had four and 
soon the number grew to seven. We decided our horses must have 
names so we named them. The names were printed and every day 
the card with the name was put with the horse. We were learning 
a song called "Dapple Gray." We had such names as Black Beauty, 
Jack, Joe and June. A dog arrived, and he was named Fido. Other 



toys were : a camel, two elephants, horse whips, two horse shoes, 
a half dozen or so of story-books with stories or pictures of animals, 
an A, B, C, animal book, an A, B, C, book using words and pictures 
pertaining to a horse, a cow, boy's hat and suit, and some pictures. 

Pictures were slow in coming in, so I collected a dozen maga- 
zines and for busy work we looked through them, selected and cut 
out pictures. By this time our beasts of burden had grown in num- 
ber. We now had the donkey, the mule, the pony, the elephant, the 
goat and the reindeer, (we could not forget the reindeer for Santa 
uses them) added to the four formerly mentioned. We now had a 
large collection of pictures and the question arose what to do witli 
them. One child suggested putting them in books, another pasting 
them on paper and a third suggested pasting them on card board. 
We decided upon the last, and gray mounting board was used. Now 
another cjuestion arose, how should we paste them? One child said 
paste them in rows — dogs in one row, etc. After some discussion 
we decided to have a board for each animal. The children did the 
pasting. I printed horse, dog, elephant, etc., and every day some 
child had to place the boards and names. We decided to put on our 
boards only pictures of horses and dogs working, so we had a sur- 
plus of dogs and horses. These we pasted on other cards and the 
children named them. We decided to ask a fifth year class to print 
these names for us and we pasted them underneath. We also num- 
bered the pictures and used these cards to teach first, last, second, 
fourth, etc. We had some very interesting pictures such as ; dogs 
helping the miners in Alaska, the Man of War with Billy Sunday, 
and a dog hauling his lame master', who was a newspaper boy. He 
had been hauled for years by his dog and his business grew to such 
a degree that he was able to open a store. 

We reproduced and dramatized the stories "A Wise Horse" and 
"The Gray Pony." I printed the names of the characters on cards 
and put cords to them so the children could hang them around their 
necks. These were hung in the corner and when we dramatized the 
story each child found the card representing his character. Thus 
they learned, Old Sol, man, blacksmith, master, miller, gray pony, 
farmer, miners, store keeper and old woman. 

We decided to make a booklet on the story "A Wise Horse." 
We printed "A Wise Horse" on the cover. That is, we cut the let- 
ters from squares of black paper. On the second page we put "Old 
Sol." For busy work we traced and cut a horse. We made letters, 
as we did for the cover, and put the name "Old Sol" under the horse. 



On the third page we pasted, either Herring's "The Blacksmith" or 
Landseer's "Shoeing the Horse." As a child reproduced the story. I 
wrote it down and we asked the fifth grade to make copies for us. 
I did this after the class decided who could tell the story the hesr. 
This copy was then put in our booklet. For the next page we illus- 
trated the story with pencil. For the last pages we drew the hor^e 
shoe and the blacksmith's tub or pail. 

We looked at and talked about some of the great artists' pic- 
tures pertaining to our subject. The Perry pictures were used for 
this purpose. Among those used were : 

"Oxen Going to Work" Troyon 

"Horse Fair" Rosa Bonheur 

"At the W^atering Trough" *. . .Dagnan Bouvert 

"Meditation" Rosa Bonheur 

"On the Alert" Rosa Bonheur 

"Saved" Landseer 

We have stereoscopes and slides in our school so we looked at 
all those pertaining to our project. We found some very interest- 
ing ones and learned a great deal from them. Among them were : 

Horses plowing 

Belgian dog with milk cart 

Camels as beasts of burden in India 

Oxen threshing beans in Egypt 

Donkeys plowing in China 

Goats in Switzerland 

Elephants hauling logs in Burma 

We went to visit a blacksmith shop and talked with the black- 
smith. We decided to iavite the fifth grade to see our work since 
they had helped us. One child was selected to go upstairs and gi'> e 
the class a verbal invitation. The fifth year class accepted our invi- 
tation and came down. 

Course of Study 

We used the names of horses and animals in black-board read- 
ing. We made a chart of what the horses eat and used the words 
in black-board reading. The project provided for a great deal of 
silent reading and action in our board work. For instance the chil- 
dren represented animals. — one Black Beauty, another a camel, one 
Fido and so on. A sample lesson follows. The children read silently 
and played the story as they read. 

22 



Black Beauty, run to Fido. 
Come to me, Dapple Gray. 
Tell Jack to run away. 
The camel is on the ground. 
Bring an elephant to me. 
I want a horse. Bring it to me. 
Is it Joe? No, it is Jim. 
Go away donkey. Come again. 

I introduced as many sounds as possible with the stories and 
pictures of animals. 

Number work consisted of counting horses, pictures, etc., learn- 
ing first, last, taller, tallest, shorter, shortest, smaller, smallest, sec- 
ond, third, fourth, etc. 

In language work, there were reproduction and dramatization 
of stories ; reading of stories, conversation. 

The pupils learned to love and to be kind to animals. The 
project as a whole was nature work, so there is no need of going 
into detail. 

By studying the camel the children learned to know what a des- 
ert is. From the study of the dog they learned that gold is mined in 
Alaska. Instances of this kind came up in the study of the different 
animals. 

Rote Songs learned were : 

"Jolly Little Eskimo" 

"The Blacksmith" 

"Dapple Gray" 

"My Pony" 

"My Dog His Name is Guess." 

Scale Songs : 

"Shoe the Old Horse" 

"I have a Little Dog at Home" 

The drawing work provided was : cutting letters for booklet ; 
illustrating story ; drawing horse shoe and blacksmith tub ; construct- 
ing a wagon ; free hand cutting of cart. 

We had the following busy work : Tracing and cutting the vari- 
ous animals ; looking through magazines ; selecting and cutting out 
pictures ; pasting pictures on card boards ; making names of animals 
with letter boxes. 

23 



Physical Training 
Physical training exercises were : Galloping horses ; high step- 
ping horses, blacksmith hariimering horse shoe ; loading and unload- 
ing wagons ; horses leaping the hurdle ; marching elephants. 

Rhythmic games were : "The Farmer in the Dell ;" "Oats, peas, 
beans, and barley grow;" Ride a Cock Horse;" "This is the Way 
the Ladies Ride." 

References 

In the Child's World Emilie Poulsson 

Story Steps Progressive Road to Reading 

First Jungle Book Kipling 

Song Books 

Nature Lyrics 

Hollis Dann Music Course. 

Neidlinger 

Song.s. Games and Rhymes 

Rhythmic Action Dance and Play. 

Comment 
This project proved to be especially effective because : 

(i) All subjects could be correlated so well. 

(2) It gave room for plenty of action. 

(3) The subject was expansive enough to keep up a 
lively interest. 

(4) It taught the children to appreciate and to be kind to 
animals. 

SECOND GRADE MATERIALS 
Good Health (Second Grade) 

Helen Clayton. McKinley School, Trenton. N. J. 

Aims 

My aim in having this project carried out was to establish habits 
of cleanliness and to promote good health in the lives of the children. 

Their goal was to become cleaner, neater and therefore more val- 
uable to society, to have good health and to be noted as the cleanest, 
neatest group in the school building. 

24 



Situation 

My second grade class was a very untidy, careless looking class 
with unkept hair, dirty hands and very untidy clothing. I decided 
they must be clean if they were to remain in my charge, so every day 
I devoted the first period in the morning to inspection for neatness 
and cleanliness. 

First I had all the boys stand in a row in the front of the room, 
and I began by complimenting some for good posture, some for clean- 
liness and so on until I had noted some outstanding feature of 
appearance in them all. The next day the girls in their seats were 
asked if they noted any improvement.' Jessie said, "John has his 
shoes cleaner today." Elizabeth noted that all the boys had their 
shoe strings neatly tucked in at the top of their shoes. The boys 
passed to their seats and the girls took their places in the front of the 
room. The boys chose the different girls who showed some improve- 
ment in neatness, cleanliness or posture. 
Purposing 

After several mornings of this exercise I asked the boys to stand 
up in front and I had a girl choose the boy whom she thought would 
make the neatest, cleanest and most careful doctor. The boy chosen 
had his name placed on a blackboard as Frank Williams — Doctor. 
This same boy was asked to choose a girl whom he thought would 
make the neatest, cleanest and most careful nurse. The girl's name 
was placed beside the boy's name as : Jessie Pizzulo^Nurse. Thi.i 
exercise was a great success and the contest was sometimes quite 
lively as many otherwise minor de'tails were considered by the chil- 
dren ; even the angle of a hair ribbon or a decided part in a boy's 
hair would be the final winning feature. 

One day I wrote this sentence on the board for a writing copy — 
"Keep neat and clean." I asked the children why it was necessary to 
be neat and clean? Clarence said, "So our work and our books won't 
be careless looking." James said, "When we grow up we can't get a 
job if we are not neat and clean." Elizabeth said, "So we can help 
our mothers with the dishes and dusting." 

A record of the number of times teeth were cleaned was kept 
on a chart in a conspicuous place in the class room, and a child, in 
each of the six rows, having the best record in this was awarded a 
large tube of paste. 

We practiced correct brushing of teeth, and had a demonstra- 
tion on sterilizing the tooth brush. From this lesson we got the rule 
"Brush your teeth after each meal." 



Every day after that the children made a new rule about clean- 
liness or good health. The rules were discussed and formed during 
language period and during writing period were copied in the note 
book. This developed great rivalry among the boys and girls as to 
whose rule would be chosen for copy. If we had more than one 
rule, both were written on the board and a vote taken for the one to 
be written first. 

I had cut and mounted some pictures relating to cleanliness, 
health and proper food and one day during a picture study lesson 
Harry said he had a picture at home like one of mine. He brought it 
to school, cut and mounted it, and hung it where the children could 
see it. 

My next step was to ask the children to look in their paper- 
and magazines and see how many such pictures could be found. 
Those who said they had magazines were appointed on a committee 
to bring some to class. A great many pictures were obtained and 
during art period they were cut and mounted on craft paper. These 
lessons awakened a new interest in the value of pictures as a medium 
of expression. 

After we had a great many good pictures collected and mounted 
I asked the class if they thought any of our health rules would be a 
good title for any of our pictures. It was suggested that we could 
make up a new rule to fit any certain picture. James and Hazel said 
we could print the rule with our printing outfit. During this discus- 
sion Israel said the paper was too small for so many words — the pic- 
ture in question being one of a child washing her hands with soap. 
Then I asked the class what we could say instead of "wash your 
hands every day?" Israel said "Have clean hands." "Keep happy ' 
was substituted for, "nothing gives your mind and body so much 
relaxation as happiness." 

As a result of our effort we had twenty health rules and almost 
a hundred pictures. The best pictures were chosen for a large book 
and the class asked to have the "clean teeth" record and all the rules 
put into the same book. 

Albert and Harry asked if they might punch the holes in the 
book and tie the pages together. When this was done Catherine 
said the book looked funny without a name. The children were 
asked to think of a good name and the following suggestions came 
as a result : — 

The Clean Book 

The Good Health Rule Book 

26 



Good Health Book 

Clean Club Book 

A Book of Good Health 

We voted for our choice which was Clean Club Book. 

We discussed the necessity of being clean in our homes, our 
school room, our places of work and our streets. The children 
already possessed the knowledge of germs and their deadly work. 

After the discussion, the sentence "Keep neat and clean," was 
copied for the writing lesson. I then gave to each child a printed 
card, especially prepared by our school physician, on the subject of 
good health and cleanliness. I read this to the class and told them 
to take it home and hang it where they could read it every day. I 
told them I would ask the next morning what rule they had learned. 
I found that most of the children remembered a number of them and 
took great delight in being able to repeat them. 

As most of the rules were in a negative form we spent our 
language period trying to change them into the positive (which I 
think is far better for small children.) For example one rule read, 
"Don't drink tea or cofifee."' I asked the class what children should 
drink? James said, "Drink milk, water and cocoa." Another rule 
read, "Don't think an umbrella will keep your feet dry." I asked the 
class what would keep their feet dry? "Rubbers," shouted the class. 
When should we wear our rubbers? "Wear rubbers on rainy days," 
was the reply from Thomas. 

We now had two rules originated by the class. I asked if the 
children would like to try to see how many more useful rules they 
could make. Albert asked if we could make one every day and keep 
them in a book. That suggestion was exactly what I was hoping 
for, so I referred it to the class and they decided that they would 
like to keep the rules in a note book. I told them the neatest books 
could be exhibited to the third grade and the best readers could 
read theirs to our Principal when the book was finished. 

Activities 
That afternoon we made note books during the industrial arts 
period. The next morning I began to examine hands and finger nails 
when Frieda said, "Oh, I know a new rule. Have your hands and 
finger nails clean." During writing period that rule was put on the 
board and copied in the new note book. Informal conversation les- 
sons preceded the making of all the health rules and the fol- 
lowing questions and subjects were discussed : — 

■27 



Why must we keep our bodies clean? 

Why must food taken into the mouth be clean? 

What is the value of sunshine and fresh air? 

Ventilation of sleeping room and school room. 

Selection of proper foods for children. 

Value of milk. 

The care of the teeth. 

Through the kindness of Colgate & Co. each child received a 
trial tube of tooth paste and a reminder card. I took a "tooth brush 
census" and found all but six children out of a class of 35 owned 
tooth brushes. By the end of the week these six had brushes of their 
own. Then I read the story sent by Colgate Co. called "The Magic 
Pearls" and after giving them the reminder card sent them home 
with a promise to brush their teeth after each meal. 

By this time the class had greatly improved in personal appear- 
ance. Several children said they no longer drank coffee, some 
reported they had the window opened when they went to sleep. Sev- 
eral children's parents had purchased rubbers for them and two chil- 
dren reported a gain in weight due to drinking milk. 

The children do not have to be reminded now to keep clean, 
brush their teeth or comb their hair ; for they know that the cleanest 
children are chosen to perform the little class room services thai 
children like so much to perform. 

On each child's desk hangs a card with the name and the words, 
"Clean Hands" written on it. In the morning and in the afternoon, 
each child with clean hands has a hole punched in the card. This 
is done by a child. At the end of this month there will be some 
reward given to the children who have had on their card a perfect 
score. 

The children have asked to make a Safety First booklet and we 
have already begun it as an outgrowth of the Good Health project. 
They decided that safety was next in importance to good health. 

Course of Study 
The course of study was provided for in the following way : 

Handzvork — Clay moulding of kitchen sink, wash bowl and soap, 
bath tub, toilet and sanitary bathroom fixtures. Hats were 
made from paper and decorated. The words "Good Health" 
were printed on the front of the booklets. There was printing 
on craft paper, folding paper drinking cups and lunch boxes 
for sandwiches, and the cutting out and mounting of picture 
collections. 



spelling— List of words used in forming- the rules. Printing of 
same. 

Writing— Copying of rules in booklet. 

Language— IniortUcLl conversation and discussions of health rule^\ 
Changing- from negative to positive and correction of any mis- 
take in English. Use of capital letter and period. Stories 
read from library books relating to good health. 

Number—Score kept for clean teeth and finals added for awards. 
Counting pictures and craft paper needed to mount same 
Counting number of hats needed for class, number sheets of 
paper used in making all booklets. Original problem given by 
children that related to the project. 

Music— Iie3i\th song from Primary Plans, November, 1920. 

References 

Primary Plans. November, 1920 

How to tell stories to children 
by S. C. Bryant 
Pub. by Houghton & Mififlin. 
Child Life Second Reader p. 48 

by E. & M. Blaisdell 
Pub. by MacMillan Co. 
Teachers Monograph 

Pub. by Teachers Monograph Co. 
Jamaica, N. Y. 
March, 1916— p. 85-86. 
April, 1916— p. 45 to 56. 
March, 19 17 — p. 48. 

The Cotton Industry (Grade 2A) 

Hasel M. McClintock, School No. 4, West Hohokcn, N. J. 

Aims 
Teacher's Aim : 

To give the class a knowledge of how the cotton from the fields 
becomes cotton clothes. 
Pupils' Aim : 

To collect pictures and samples for making a chart. 

To study cotton, from its source in the cotton fields until it 
reaches us as blouses, or dresses to be worn to school. 

29 



Preparation for the Project 

I wrote for material from manufacturing houses ; studied the 
cotton industries from geographies, and pamphlets, collected pic- 
tures and samples ; wrote for exhibits and information from manu- 
facturing companies and experiment stations. 

First Lesson 

One day during a little geography lesson on shelter, food, and 
clothing, I asked the following questions : "Do we wear these clothes 
in winter? Why? What kind of cloth is this?" The answer to the 
last question was "Gingham." I then asked what gingham was made 
from. One child answered, "From a sheep." 

So here the opportunity was offered for presenting the first les- 
son on cotton. I showed pictures of the^ cotton field, and told in 
story form, of the planting of the cotton seed. (I had a quantity of 
cotton seeds to show the class.) I used descriptions and pictures of 
the cotton blossom up to the time when cotton is picked by the col- 
ored people. I also had some real cotton bolls for class inspection. 

The children wished to plant some cotton seeds. So we planted 
them and wrote the date of planting, and a few facts about cotton 
for a language lesson. The best paper was pasted on the window 
box for reference. A child was appointed to attend to the watering 
of the seeds. In eleven days the seeds sprouted and we saw what 
the cotton plant looks like at first. The date upon which the plants 
came up was recorded as a language lesson. 

Further Activities 

For a drawing lesson we tried to illustrate a cotton field with 
negroes putting the cotton in baskets, or hoeing the cotton. Each 
child illustrated the phase of the story which interested him most. 

For the next lesson we again examined the cotton boll and feel- 
ing of it, noticed the seeds. W'e talked of the use of the cotton fibre 
to the seeds, like the dandelion balloon and the milkweed airships. 
We also talked of the cotton fibre and twisted some to make long 
threads. We found that the threads made of twisted cotton fibre 
were very strong. 

One member of the class had an uncle living in Atlanta, Georgia, 
and when he heard of the project, he sent us a big box of cotton bolls 
on long stems which he had picked himself in the cotton fields. When 
this box arrived we had a drawing lesson. The class drew the stems, 
leaves and calyx, then pasted on bits of cotton batting to represent 
the cotton bolls. 

30 



We tried to get some of the seeds out of the cotton bolls and 
talked about the length of time it would take to get the seeds out 
of even a small basket of cotton. After the class discussion of the 
difficulty of removing the seeds some child said "Why don't they 
make a machine," and then I asked a very good reader to read the 
story of Eli Whitney from "The Four Wonders." I had a number 
of pictures of the cotton gin to supplement the illustration in the 
book. The story of Eli Whitney was used as reproduction work 
and some of the children tried to draw pictures of a cotton gin. 

We had a lesson in weaving as given in "Industrial and Applied 
Art Book IF' to show the meaning of the terms "warp" and "woof." 
We examined clothes of members of the class and of cotton samples 
and handkerchiefs, under the magnifying glass to see the two direc- 
tions in which the threads run. Cheese cloth shows it best. To study 
the mills and somewhat more of the processes involved in making 
cotton cloth, we spent a period in talking about the pictures collected 
and in looking at Visual Education stereopticon slides, numbers 
T4, 15, 16, 17, 117, 119, 124, 125, 286, 420, 563. The value of 
machinery was talked of in the making of cotton cloth. The manu- 
facturing houses also furnished us with valuable illustrations of the 
mills and machinery. 

We had several written lessons, just little spontaneous stories, 
as the work progressed. All the time the collection was growing, 
we collected pictures, samples, cotton, string, cotton bolls, spindles, 
miniature cotton bales, cotton batting and cheese cloth. 

One day I asked the children how they supposed cotton was 
carried from the gin, way down' South to the mills in the North. 
We spoke of boats, trucks and trains (these three topics offered 
opportunities for several lessons). I asked them how they supposed 
it was packed, whether loose or in boxes. At first they thought of 
bags and then I showed a miniature bale and we talked about the 
advantage of having the bales in the shape most commonly used. 
And as luck would have it one day at recess time a truck loaded with 
bales of cotton went right past the school. We listed reasons for 
using the bale. 

From "Visual Education;" from the illustrations in geography 
and the "Four Wonders ;" from the educational exhibits ; from 
"How the World is Clothed ;" and from "The Story of Cotton," we 
tried to get an idea of spinning. One child brought a miniature 
spinning wheel. These can be purchased at any novelty store. We 
talked of how all the spinning was done in the homes of the Pilgrims 

31 



and contrasted those times with the present. As this is a manufac- 
turing town, most of the class understood the process from having 
relatives who work in some of the mills. One lesson was spent in 
talking of the cotton seeds which were not used in the past. We re- 
ceived a pamphlet from the "Southern Cotton Oil Co.," of Atlanta, 
which tells in detail the process of manufacturing Wesson Oil from 
the cotton seed. 

We found that the seed is valuable as a fertilizer and that some 
kinds of wrapping paper are made from cotton seed. We wrote to 
Crane's paper factory at Florence, Massachusetts, and obtained a 
paper describing a visit to a paper mill and discovered that the fin- 
est quality of paper is made from cotton rags. The children brought 
samples, pictures and books, which they could not read, but which 
"tells about cotton." ♦ 

The study of Negro life was the topic of two lessons. When we 
took up tne life in the cabin, the home of the planter, and slavery, 
we learned that George Washington lived on a plantation and later 
how Abraham Lincoln freed the slaves. A final lesson was devoted 
to organizing the cotton chart which represented the tangible results 
of their first project. 

Extent to Which the Project was Used as a Type 
The children are now collecting materials to make a wool chart 
and are eagerly planning to find out all about wool and silk cloth. 
Sometimes I have a piece of silk goods brought to me with the re- 
mark "That isn't cotton, it's silk." We play a sense training game. 
The children determine by their sense of touch whether they have 
a piece of cotton, wool or silk. They have become quite expert in 
classifying the pieces. If we take up the study of silk and make silk 
charts the possibilities for studying Chinese, French and Italian life, 
are unlimited. All through the project the children have studied 
at home, books too hard for sight reading and read or told to the 
class, facts about cotton. A visit to a mill would be very profita- 
ble for the class but owing to the size and age of the children we 
could not get permission to go. 

Educational Possibilities of the Project 
A. Problem Solving. 

1. How the cotton is planted: rows, distance apart, length of 
growing season ; cultivation, climate necessary. 

2. How the seeds are removed from the boll ; The Cotton Gin ; 
uses of the seeds as ; fertilizer, oil, paper. 

32 



3- How cotton is transported ; bales ; steamships ; trains ; trucks. 

4. How cotton is spun ; the spinning wheel ; the distaff. 

5. How cloth is made. 

6. Number of yards in a bolt of cloth. 

7. List of kinds of cotton cloth. 

8. List prices of cotton cloth. 

9. Sizes of cotton thread, twine. 

10. List of articles made of cotton. Sheets, clothes, handker- 
chiefs, dresses, towels, stockings, curtains, underwear, thread, 
twine, tape, paper, oil. 

11. Copies of good designs found in cotton cloth. Also attempt 
to originate designs for gingham, cambric, muslin. 

12. Dye. How cotton cloth is colored. We experimented to 
see if goods were fast color; tried to dye some cloth our- 
selves. 

B. Social Adjustments ; Committees were appointed. 

I. To care for the cotton plants. 2. To select the best papers. 
3. To carry on the dye experiments. 

C. For covering the course of study. Reading from 

"The Four Wonders" 
"How the World is Clothed" 
"The Story of Cotton" 
"How we are Clothed" 
"Industrial Studies of U. S." 
Spelling. 

L^nlimited words from the conversations. 

Children listed words they- felt they needed to learn. 
Language. 

Poems, picture study, dramatization, oral and written 
reproduction. Stories of Eli Whitney. 

Stories from Uncle Tom's Cabin. 

Increasing vocabulary, by learning new words and their 
meanings, as plantation, bale, gin, warp, woof, roving, 
spindle. 
The Story of Abraham Lincoln and Emancipation. 
Music. Southern Folk Songs, as ; 

Dixie 

Old Folks at Home 

Kentucky Home 

Old Black Joe 
Number. 

33 



Problems about number of seeds in a boll of cotton. 
Hours it will take a man to pick a bale of cotton. 
Baskets of cotton one negro picks in a day. 
Foot and yard, in measuring cotton cloth. 
If a foot cost I2C, how much will a yard cost? etc. 
Handwork and Drawing. 

The sand table showing the plantation. 
The cotton boll (drawing). 
People picking cotton (drawing). 
The doll house towels (weaving). 
Making a spinning wheel of cardboard. 
List of most valuable references used : 
The Four Wonders. Rand McNalley, Chicago 

How the World is Clothed, F. G. Carpenter, Amer. Book Co. 

The Story of Cotton, Rand McNalley, Chicago 

How We Are Clothed, MacMillan, New York 

Indust. Stories of W.S., N. B. Allen, Boston 

Textiles, D. Appleton Co., New York 

Southern Cotton Oil Trading Co., Amoskeag Manufacturing Co., 
Equitable Bldg., Manchester, N. H. 

1 20 Broadway, 
New York City. 
Cheney Silk Co., Corticelli Silk Co., 

South Manchester, Conn. Florence, Mass. 

The Second School Year, Shepard, Norwell, 

V. S. Latta, Cedar Falls, Iowa. Boston, Mass. 
Department of Agriculture, Board of Trade, 

Washington, D. C. Any City in the cotton region. 

The Good Ckizenship Club (Second Grade) 

Lillian E. Walls, ScJiool No. 2. Linden, Nezv Jersey. 

Situation 

Near the end of October it is my habit to "take account of 
stock," so to speak, — by thinking over, just what discoveries I have 
made, in the first two months of the term. By that I mean, first, 
what are the big problems that must be faced ; and second, how can 
I best meet the most urgent needs of the pupils? 

Shall I tell you about the situation in my class, at the beginning 
of November? I had 46 children on the roll, and the majority of 

34 



that number were sluggish, indififerent toward their work, careless 
in their habits, and very slovenly in matters of personal neatness 
or cleanliness. 

During the month of November, I tried in many ways to arouse 
their interest, and to develop a class spirit based on the ideals of 
truth, fair play, patriotism, etc., but it was uphill work ; and I quick- 
ly came to the conclusion that the whole trouble lay in the fact, that 
while the "need" was not only "felt" by me, but seemed to be a very 
self evident fact indeed, — still the children themselves were entirely 
unimpressed, and had no desire to "wake up" and be different. 
Something had to be done, and quickly. 

Purpose of the Project 

The purpose of the project was of course, to meet the needs of 
the class ; to provide a motive, or to create a desire, in the pupils' 
minds, to be better citizens, through the formation of right habits. ■ 

Teacher's Preparation 

My preparation consisted, mainly, of making plans for a definite 
course in citizenship suitable for the children of that grade. In 
this I was helped greatly by a careful reading over of "A Course in 
Citizenship and Patriotism." (Houghten Mifflin Co., Publishers.) 

Activities Involved 



A 


. Fifteen minutes each day were given to definite, but inform 


al discussions on the following topics : 


I. 


Kindness to persons and animals. 


2. 


Helpfulness. 


3- 


Politeness. 


4- 


Neatness. 




(a) Personal cleanHness. 




(b) Care of books, desks, and materials used. 




(c) Pride in the care of the class-room, and school build- 




ing, etc. 


5. 


Gratitude. 


6. 


Generosity. 


y. 


Fair Play. 


8. 


Patriotism. 


9- 


Truthfulness. 


10. 


Honesty and its rewards. 


II. 


Obedience. 


B. 


The Cleanliness Contest. 



35 



Knowing that the instinct of rivalry often accomplishes wonders, 
when properly guided, my next step was to inaugurate a "cleanliness 
contest." The contest vvas to run for one month. Each day the 
children who cared to enter the contest received a certain number of 
stars, according to the degree of cleanliness to which they measured 
up. 

They received : 

1. One star for neatly brushed hair. 

2. Another if hands, face, and teeth were clean. 

3. Another for polishing shoes, and wearing clean clothing. 
At the end of the month each child's record was totaled, and the 

one having the highest number of stars, won a prize. 
C. The Club Formed. 

1. By way of introduction we discussed the meaning of "citi- 
zens" and "citizenship." I suggested forming a club and the class 
eagerly approved. 

2. It was decided that if we were to have a club we must have 
laws to govern its membership. The children made their own laws 
after we had discussed: "What characteristics should a good citi- 
zen have?" 

A Good Citizen 

Must love his country and its flag. 

Must be honest, and prompt. 

Must be clean and neat. 

Must obey orders, and be polite. 

Must be kind, and helpful. 

Must do his best, in all his work. 
These laws were put on the board so that the class would not 
forget the standards by which they were to be judged before they 
could enter the club. 

3. Election of members. 

Before any pupil could become a member of the club, his name 
had to be brought up for the class to vote upon. If the class voted 
him "A Good Citizen" — he became a member ; if some doubt was 
expressed, the further voting was postponed for another week, 
during which time, he was under the observation of his classmates. 

4. A regular meeting of the club was held every Friday morning 
for twenty minutes. The teacher called a special meeting at any 
time if it seemed advisable. 

5. The Club Badge. 

The members of the club decided to adopt badges of red, white, 
36 



and blue ribbon as the insignia of membership. The badges were 
given out at the first meeting in each month. 

6. The members elected a president, who held his office for one 
month ; it was his duty to see that the members lived up to the laws 
of the club. If one failed in this, he brought his name before the 
club at the next meeting and the members decided whether or not he 
must have his name taken from the list of Good Citizens. 

7. If the class voted to remove his name from the list, he was ex- 
pelled from the club for the period of one month. If during that 
time the offense was not repeated, he might be brought back again 
provided the class was unanimous in its voting. 

D. Definite socialized activities for club members. 
I. All monitors chosen from list of club members. 

1. Pencil monitor 

2. Paper monitor 

3. Cloak-room monitor 

4. Lunch room monitors 

5. Line monitors 

6. Black-board monitors 

7. Window monitor 

8. Door monitors (in case of fire drills) 

The Problem of Tardiness 

The club members decided that if anyone who had been ad- 
mitted to the club, should be guilty of tardiness, his first offense 
should be punished by the loss of his club badge. In case of repeated 
tardiness, the pupil should be voted. out of the club. 

The motto : "Everybody on time, everyday." was adopted as 
the club motto for the month of February. 

The Problem of Attendance 

If any child was absent for more than two consecutive days, one 
of the "good citizens" was appointed to stop at the home and inquire 
for the absent friend. If the child was sick, the matter was reported 
to the teacher, and a message of friendship and good wishes was sent 
back from the other club members. 

Results 

So far, the noticeable results have been many ; too many to write 
down all of them. The important ones are : 

I. A great improvement in the personal appearance of the class 
as a whole ; due, of course to the effort to be neat and clean. 

Z7 



2. A very remarkable improvement in the manners of certain in- 
dividuals. 

3. A noticeable pride in the care of the class-room. 

4. A decided decrease in the tendency to take the personal prop- 
erty of others. 

5. A much better attitude toward the class-room work in gen- 
eral. 

6. A very decided drop in the number of tardy cases. 

7. Less trouble with attendance. 

A Chicken Farm (Second Grade) 

Marian T. Paifcu, Lincoln School, Roscllc Park, N. J. 

Aims 

Since I was to make some attempt at project teaching, my chief 
aim was to have a project of beauty. And. being very fond of ani- 
mals, I could think of nothing that would be prettier or more attrac- 
tive than little, yellow chickens running around in the green grass. 

The pupils' aim was to build a chicken farm on the sand table. 

Planning 

The pupils decided that we would need a house, a barn, six or 
eight chicken-coops, about sixty or seventy little chickens, six or 
eight mother hens, and six or eight roosters. They thought that 
it would also be well to have at least, one horse, a cow, a dog and 
his kennel, a cat, one or two pigs and their pen, and a pig-house. 
They felt that it would be well to make the dog's kennel and the 
chicken-coops out of oak-tag paper; and all of the other buildings, 
out of wood. They wanted to make the atiimals out of clay, so that 
they could be painted different colors, as they could not be if made 
out of plasticine. 

Activities 

The trees were made from oak-tag paper. One boy volunteered 
to make the house ; another, the barn. Whatever was to be 
made out of wood, had to be made at home, as we have no manual 
training work in the lower grades. The boys' fathers helped them, 
more or less, in making the wooden buildings. The house and pig- 
house were made out of cigar-boxes. Over the entrance of the 
barn, was a small door, where the farmer pitched in hay. 

38 



Another boy brought a hen-house to school one day; but the 
class decided that it was twice too high. So it had to be changed. It 
was a long, low house, about 12^2 by 2^ by 2^/2 inches, with a flat 
roof, and had a piece of glass across the front. It had a door on one 
end. 

One boy made the pig-house, and we put together the sides of 
a cigar box for a pig^pen. 

One day in school, every pupil started a small chicken-coop. 
Then the best ones were selected and finished. 

The thing that took the most time, was the modelling of the little 
chicks, the mother hens, and the roosters, in addition to the cat, dog, 
horse, cow, and pigs. The children were so interested in the little 
chickens that they were anxious to stay after school and help make 
them. At a hard-ware store, I bought six spools of bronze wire and 
got our janitor to make the chickens feet. With a pair of pliers, he 
cut off two pieces of wire, about three inches long, put the ends 
together (bending the wire in the middle), twisted them together to 
make the legs, and then separated them again to make the toes. For 
the mother hens, the legs had to be made a little larger, by twisting 
in an extra piece of wire, which was not long enough to show as 
toes. For the roosters, an extra piece of wire was twisted in, which 
formed the spur for fighting. For a model in making the 
baby chicks, we had two baby chicks, which one of the boys 
bought, made of white cotton, poorly constructed. We had the 
idea of proportion in mind all of the time ; but to make everything 
just the size that it ought to be, was next to impossible. For the 
comb and the wattles of the mother hens and the roosters, red paper 
was used. For the roosters' tail-feathers, we stuck in some short, 
white, fluffy, hen's feathers. The hens and roosters were left white, 
but the baby chicks painted light yellow. 

For the cats' whiskers, we could think of nothing better than 
some hair from a horse's tail. So I asked a man, who lives very 
near school, if he would give me a little hair from his horse's tail, 
and explained what I wanted it for. He very kindly gave me enough 
for fifty cats. 

Several things were brought by dift'erent pupils, but we decided 
that they were too large and we had better not use them. One was a 
wagon, and another was the image of a woman. 

The children brought pennies, with which to buy things for the 
sand table. We bought a celluloid horse, cow, and a bull-dog; also, 
a tiny one horse, two-wheeled wagon, with a man driving it. 

39 



Later, we made a little book, into which we put a simple story, 
which had been composed in the class, and twenty of the hardest 
words in the story, which we had learned to spell. The pupils are 
very fond of drawing, and wanted to draw a couple of pictures for 
their booklet. I had given them some problems in connection with 
the sand table, and those were put into the booklet. 

We also learned a new song, which they liked very much. 

Course of Study 

The course of study was provided for as follows — 

Language — A story about the farmer. 

Arithmetic — Problems about chickens. 

Spelling — Words taken from the story. 

Reading — Pupils read the story. ♦ 

Writing^The language, arithmetic, and spelling words were 
written in the book. 

Music — Song, entitled "Feeding the Flock." 

Drawing — The cover of the booklet, and a drawing or two, in- 
side. 

Physical training — Called and fed the chickens, using appro- 
priate gestures. 

References 
Progressive Musi: Series, Book I, (Silver, Burdett & Co.), p. 

Progressive Road to Reading, Book II, (Silver, Burdett & Co.), 
P-77- 

The Hat Shop (Second Grade) 

Julia A. Mulhcroii, Grant School. Trenton, N. J . 

Purposing 

As spring approached, store windows followed Mother Na- 
tures' lead in colors. Dressed in attractive ways they invited atten- 
tion to goods displayed. Particularly delightful were the hats. Their 
variety of form and coloring seemed to rival Mother Nature and 
their artistic qualities excited admiration. 

What more natural than that the activity of buying a spring hat 
should be repeated in a school project. 

Mother would buy a new hat for daughter. Daughter would 
provide one for dolly. But, where was dolly's hat shop to be found ? 

40 



*"Why not build one," a boy suggested. Could they do it? Cer- 
tainly! Youth in the second grade can do anything. Thus, "The 
Hat Shop" started. 

Planning 

Questions were asked and needs discussed. What was needed? 
A store properly furnished, hats made and trimmed, advertisements 
to attract customers, customers to buy, clerks to sell, boxes and bags 
to protect the purchases and money for purchases. 

Provision for Course of Study 

Would the carrying out of an activity of this kind provide for 
the course of study was the next question the teacher wished to 
answer. 

Making the store and the articles necessary to equip it, supplied 
the industrial and fine arts. 

Advertisements in the form of posters sent to each room in the 
building, gave words for spelling. Arranging the words in expres- 
sive groupings, gave point to the language lesson. 

A letter copied from the board was also sent to each room. It 
asked that the poster be hung. Thought and words were supplied by 
the children. The teacher placed them in letter form on the board. 
As the words were all within the ability of second grade children, 
reading received its quota. This also took care of writing. 

Arithmetic was used in buying and selling. The relative values 
of United States money were learned as the money was made and 
used. 

Needless to say the term geography was not used, but, geograph- 
ical concepts were gained when the shops were visited and located 
and their direction from school given. Streets crossed to and fro, 
whether walking or on a trolley also came in for consideration. Pub- 
lic buildings passed were noted. 

Activities 

From a store in the neighborhood we Obtained a corrugated 
paper case such as cereals are packed in. It was i8"xi8"x24". This 
was the shop. 

The lining was a deep cream and suited us for our walls. A 
dark brown band about one-half inch wide was pasted on the side 
walls about three inches from the ceiling. This was the molding. 

As the shop was supposed to stand on a lot with a small grass 

41 



plot around it, two windows were cut in each long side. Plain net 
curtains hemmed top and bottom, gathered on a string were fastened 
with thumb tacks over" the windows. Paper cut in scallops was 
pasted above to represent the silk scalloped curtains seen in store 
windows. 

In a fine arts lesson, rugs were made from brown and gray 
paper with borders made with colored crayon. Each child made one. 
Two square ones were selected as most suitable for the shop. Pleas- 
ing contrasts and harmonies in colors were discussed in this connec- 
tion. 

Mirrors are a feature in a real shop. We therefore provided 
a framed one 6"x9" for the rear wall, vanity mirrors between the 
windows and placed hand mirrors belonging to doll sets on the 
counters. This seemed enough to satisfy even the vainest dolly. 

Standards were made of clay to hold the hats. When dry they 
were put on counters which had been made from boxes covered with 
brown paper. Some stood before the windows. An Easter Lily in 
a flower pot was placed in front of the large mirror as a decoration. 
"The Hat Shop" was then declared ready for the hats. 

A visit to shop window^s showed designs for spring hats based 
on reversed flower pots and gave ideas for trimming. The flower 
pot turned upside down was therefore taken as a model for the first 
venture in millinery. 

First we traced a circle on heavy paper. Inside this circle we 
traced a smaller circle. We made short cuts from the circumfer- 
ence of the outer circle toward the inner. These at right angles to 
the circle were pasted to a straight piece of paper, slightly larger than 
the circumference of the inner circle. We pasted the edges of the 
straight pieces together, where they overlapped. 

The second hat problem was the making of turbans. These 
were made of oval crowns and not so high as the flower pot design. 

Making a hat with a brim was the next step. Having success- 
fully placed circles and ovals as crowns, the brim offered but little 
extra difficulty and the children soon saw how to adjust it. 

They first made an oval for the crown, then traced a larger oval 
of the same shape for the brim. The center was cut from the larger 
oval, taking care not to cut too close to the hole left for the crown. 
Clips were fastened to the crown outline. These were bent up at 
right angles and pasted to the band. 

All hats were made of gray, white or brown paper of a stiff 
quality. The trimmings were made of colored tissue when soft ef- 

42 



fects were desired and heavy glazed or dull finished paper for tail- 
ored or band effects. 

Short marks made by colored crayons were used to imitate 
stitching and' for coloring flowers on the hats. One aim was to at- 
tain pleasing combinations of color. 

Simplicity was the keynote in all trimming. A few experiments 
will show how great a variety can be obtained from the simplest ele- 
ments. 

Hat boxes, both round and square, were made to protect the 
hats. Most of these were decorated with bands or pleasing groups 
of lines drawn with colored crayons. Floral boxes were made for 
our flower trimmed hats. 

The advertising posters were next finished and distributed. Hats 
cut from paper dolls Were used by some children. Others used the 
plain white paper and mounted it on brown. The letters were cut 
from white paper. The trimming was of colored paper. 

Conversation lessons in which were considered the qualities 
needed for a good salesman emphasized neatness, correct dress, well 
expressed sentences, politeness and pleasing manner and a knowl- 
edge of goods, as essentials. 

All were given chances to see who came nearest to the stand- 
ard. Votes decided which children were the best at selling. Three 
were elected to dispose of the hat stock. 

We made the money used. Tracings of coins were made on 
tag-board and values written on them. For example, on one side 
of the piece representing a dime was written loc and on the other, 
one dime. 

Bills of $1, $2. $5 ^and $io denominations were made from 
2"x4" paper. On one side the value was written in script ; on the 
other it was written as a numeral. 

Change was made by the Austrian method. 

On the day of the sale, each child who had signified his inten- 
tion of buying a hat was given $8 in bills and $2" in change or $IG 
in bills. All sales were final. No exchanges were allowed. 

April the sixth was a very interesting day. Formality of school 
seemed to have been forgotten as we played store and sold the pretty 
hats. Groups of children from other rooms added to the pleasure. 
Buyers seemed well satisfied with their purchases. 
Comment 

Reviewing the project from many angles, the teacher is inclined 
to feel that "The Hat Shop" has been a success. 

43 



It has been a purposeful activity determined upon by the chil- 
dren and carried by them to a successful conclusion. 

The project has been so real that although the hats were made 
to sell, some children could not bear to part with them. A few were 
inclined to be disagreeable but a little story about being unselfish 
cleared the air and brought smiles back. 

Throughout the project, the boys were just as keenly interested 
as the girls and showed both originality and genius in making and 
trimming hats and boxes. Great freedom was allowed and the pro- 
ject gave opportunities for the use of initiative in working out the 
various problems and profiting by mistakes. 

The project drew upon their resources to produce results in a 
tangible form. 

The children solved the various pfoblems as they arose in a sat- 
isfactory manner. The definite information gained and the social 
training obtained were most satisfactory outcomes. 

Valentine Store (Second Grade) 

* 

Elisabeth McKcag, McKinlcy ScJwol, Trenton, N. J. 

Situation 

The children in my class seemed to be slow in arithmetic and 
in fact did not have much interest in the subject. Therefore, in 
choosing a project for the month. I felt that one dealing with num- 
ber would be most valuable and hence planned a "Valentine Store." 

Purposing 

Having had several projects this year I asked the children what 
they would like to have for this month. After having several sug- 
gestions one child suggested we make something concerning Val- 
entine Day, in which all the children were interested. I said I thought 
that a good idea and told them to go home and think about what they 
could make. 

The following morning the children suggested making valen- 
tines and having a postman deliver them to different rooms in the 
school as greetings from the second grade. Not seeing the store 
suggestion forthcoming, I asked where we could get all the valen- 
tines we wished to send. Right then a child said we could make 
valentines and have a store and sell them to the other children. A 
little girl then suggested that after we had pretended to buy our val- 

44 



entines we could invite the first grade children over to purchase. 
This was exactly what I wanted because here I saw opportunity for 
doubling the amount of number work. 

Activities 

We decided that if we wanted people to buy our valentines, we 
should have to make them as attractive as possible. In order to do this 
we thought we would look in the store windows for valentine ideas. 
Several children brought some from home to copy ; others went to 
the library for books and picttires concerning valentines. After 
much discussion we decided to call our store "McKinley Store." 

I asked how stores in town let people know when they had 
sales. Some child said they put it in the papers. Not having any 
paper we decided that we could put notices of our sale in the doors 
of our room and 'thereby advertise. We also decided to send to the 
first grade an advertisement of our big valentine sale. 

In order to get some good ideas on advertisements, several chil- 
dren brought newspapers and magazines. We looked through these 
and found how many dififerent ways there were to advertise. Then 
I asked ditTerent children to make up advertisements for our store. 
They did so and three of the best were chosen and put on the board. 
They were read and then a committee of four children was chosen 
to print these advertisements on big paper and made postors of 
them. Two of these posters were hung in the doors and one sent 
lo the first grade. 

In order to have our valentines taken to the other rooms, we 
decided that we would need a mail man. At this r.oint we took up 
the study of the mail man's duties.' I asked the children to find out 
how he becomes a mailman, whom he works for, who pays him, 
etc. The children either looked in books for this information or 
else asked their parents or older brothers and sisters. We also found 
out how much it costs to send mail all over the United States, to 
Italy, England, France, and other foreign countries. The children 
volunteered this information because many of their parents came 
from these countries and send and receive mail from them. 

In selecting the mail man from the children in our room we 
kept in mind the fact that he would have to be able to read the 
addresses on the envelopes and to know where the different room? 
were. When several children who could do this were found, two 
were selected by vote. Caps and bags, as well as a mail box, were 
made for these children. They then delivered the valentines to the 
rooms. 

45 



Many valentines of all descriptions were made. The children 
made up verses and jingles which were put on the blackboard and 
later copied in the inside of the valentines by the children. Then we 
placed the prices on these valentines. The best ones were marked 
anywhere from ten to fifteen cents while others not so good were 
marked from five to ten cents. Of course the poorer ones were not 
used at all. I wanted them marked as above, to test their number 
facts through fifteen. 

We made a counter from the umbrella stand, covered with 
burlap, having valentines pinned to the latter as well as spread on 
the top of the counter so as to display all of our stock at one time. 
We next had to choose our storekeeper. I asked what kind of a child 
we would need. The children said one who knew his examples well 
enough to make change. Of course, atl wanted to be storekeeper 
but finally the children agreed on a hoy who really was good in his 
number. 

Each child was given some paper money which we had made. 
Some were given ten and some fifteen cents. They were given dif- 
ferent amounts because some child said that real people don't all 
have the same amount to spend. Another reason was that I wished a 
test of the number facts through fifteen. 

Then the children, three or four at a time went up to buy. They 
were all sure to get their correct change as the storekeeper counted 
it out to each individual. A hew storekeeper was chosen ( simply to 
give another child a turn) and then the first grade children came to 
buy. They, too, made sure of their change. 

Course of Study 

This project covered practically all of the subjects in the curric- 
ulum as follows : Number ; The children determined approximately 
the number of valentines to be made, and marked the prices on them. 
They measured the mail man's cap and bag, also the post box. They 
had to know how much money to give the storekeeper and how much 
change to receive. 

Spelling : the words used on the posters were learned, also 
those used in the verses and rhymes written in the valentines as well 
as words used in addresses on the envelopes, other words like, mail, 
cap, bag and post, were learned. 

Language : the conversation about our store and its needs, also 
about the mail man and his duties were lessons in language. The 
making up of rhymes and jingles to put in the valentines furnished 

46 



more of this work. Stories about our work, why we celebrate 
Valentine Day, "Philip's Valentine," etc., were also told. 

Reading; the posters made, the rhymes and jingles, the story 
made during language work, valentine stories from books the chil- 
dren brought from the library, and the names on the envelopes ail 
furnished reading lessons. 

Writing ; verses and rhymes in the valentines and the names on 
the envelopes were used as writing lessons. 

Music; We learned the song "Mr. Postman." 

Industrial Arts; We made the postman's hat, bag, mail box, 
valentines both colored and painted, envelopes and a painted pose 
of the postman taking a valentine from the box. 
Comment 

At the close of this project, I could see a marked improvement 
in the number work as well as in other subjects. Pupils were more 
rapid and accurate. They were delighted with the buying and sell- 
ing idea and asked for a Grocery Store for next month. 

Gardening (Second Grade) 

Minnie Mueller, Sherman School, Cranford, N. J. 

Situation 
One day, we happened to discuss in our second grade class the 
high cost of living. I had this project in mind, so I knew this was 
my chance to work toward it. The children were very much inter- 
ested in discussing this subject, possibly since they, like all the rest 
of us, had heard so much about it. Then I said, "How could we help, 
since the cost of living is so high?" Some said, "We could eat less," 
or, "We could run errands." One boy said, 'T could plant a garden 
so my mother wouldn't have to buy vegetables." This was just what 
I wanted. I told the children why they must eat enough, and also, 
that running errands probably would help, but not so very much. 
Then I said, "How about this suggestion to make gardens?" This 
undertaking was highly favored by nearly all the children. Their 
faces beamed. Then I asked how many could have a garden. There 
were only a few who could not for various reasons. One boy's yard 
was full of ashes, and one girl said her father intended using all 
the yard. I finally saw a way so all the pupils could have gardens. 

Planning 
Then I told them to ask their fathers and mothers just how 
much ground they would be allowed. They measured the ground. 

47 



and reported the results the next day. Then we began to talk about 
seeds for the gardens. They had various suggestions as to where to 
obtain them, but all were delighted when I told them they could get 
seeds, if they would write to their Congressman. I was able to 
bring in a little geography here by telling them of Washington. 

Activities 

They were all very much interested in writing for the seeds. 
We planned and wrote our letters. A little Italian girl's was sent 
and the seeds came in reply to it. While we were waiting for the 
seeds, we studied the different kinds of soils, clay, sand, and loam. 
The children brought various samples into the classroom. Then they 
found out what kind of soil was in their gardens, and reported 
the same. We now studied just what would help to enrich a poor 
soil, and what was meant by a poor soil. At this point I taught 
them that plants eat, and just how they assimilate their food, also, 
that plants must have all their food dissolved in water. We also 
compared a plant to a human being in regard to food, and found 
out why both must have it, and why plant food is much the same as 
ours. I also told the class how and why a fertilizer is used. 

In our English work, we reproduced a story, in five parts, called 
"The Hidden Gold." I got this story from a Manual on Vegetables, 
supplied by the Department of the Interior. This story gives the 
information that a garden should be spaded three times. We made 
a booklet for this story, and cut out the picture of a basket of vege- 
tables for the cover. Then a committee was appointed to find out 
how to prepare the soil for planting, and just when to plant. 

We found out the purpose of seed tests, and tested radish seeds 
by planting them in a flower pot, and standing them near the window 
where they would get tlie warmth and air. In our English class, we 
told stories about this work, then wrote about it. The children 
watched the plants grow, and we finally discovered that plants muse 
have warmth, air, sunlight, good soil (food), and water, to grow. 
One child took care of these plants. We now knew that our gardens 
could not be planted until the weather was warm, and the soil would 
crumble when hit with a spade. 

I told the children to find out how the rows and paths in a 
garden were laid out. The next day, we worked this out on the 
sand table, since the flower bed on the school lawn was not ready. 
Two boys made stakes, and wound some heavy cord aroimd them. 
In this lesson, I brought out the directions, north, east. west, and 

48 



south ; and which was the better way to make the rows, north and 
south, or east and west, also, just why. 

We also had a lesson on the various garden implements, study- 
ing the use of each. ' Some of the boys brought these tools to school. 
A paper cutting lesson followed. 

Then the seeds arrived, and the children were delighted. They 
were all anxious to get home and plant them. I told them that 1 
would visit all the gardens, but would come to that one first, in which 
the seeds came up first. 

The directions for planting the seeds were given on the pack- 
ages, and the children, guided by me, were able to grasp this infor- 
mation. When the soil in the school garden was ready, several boys 
and girls prepared it. Then the class went out and sat around the 
garden, while the seeds were planted under my supervision. An 
opportunity will be given later for the children to write invitations 
to different people to visit the school garden. 

We are now going to study the things that will help and harm 
the plants and garden. Garden cultivation will also be taken up 
and demonstrated in the school garden. 

After the seeds had been planted in the home gardens, we told, 
and wrote stories about My Garden, from an outline. 

An exhibit of the vegetables, with invitations and posters to 
announce it, along with the study of a farmer's life, will end the 
project. 

We learned that among the best friends of our gardens were 
the birds. In studying birds, we talked about their color, eggs, nests, 
songs and usefulness in gardens. 

We wrote several compositions about birds. I also read and 
told many bird stories, and the pupils read some, too. We learned 
many songs, and made drawings and cut-outs of birds. In connec- 
tion with this work, we took a walk early in the morning, and 
saw some of the birds we had studied. The children were very much 
interested in the birds, and we studied them, as the children describ- 
ed, from day to day, the birds they saw. We kept a bird chart, also. 
Course of Study 

We correlated this work in our music, English, drawing, and 
geography. 

We are also going to take up the study of insects — the honeybee, 
bumblebee, house fly, etc. 

We studied two poems, "The Flower and the Bee" — by Tenny- 
son, and — "How Birds Learn to Sing" — by Dodge. 

49 



In hygiene, we studied disease destroyers and spreaders. The 
children were able to get information from their mothers on this 
subject. 

In spelling, we studied the words as they were needed for our 
English work. 

In history, I read the "Early Cave ]\Ien.'' We compared their 
means of getting food with ours, also, the implements used by them, 
and utensils used in carrying food. 

In physical training, we mowed the lawn, planted seeds, flew, 
as birds fly, pushed wheelbarrows, and so on. 

In arithmetic, we were studying addition, subtraction, and multi- 
plication and we worked out problems with gardens and plants. 

In drawing, we cut and drew birds, plants, and vegetables. W'i 
also cut out an overall boy, and are now makmg a kitchen. 

In music, we sang the following songs-: 

The First Flower HoUis Dann, Book II 

The Robin Hollis Dann, Book II 

Spring Grasses Hollis Dann, Book II 

The Little Seeds Progressive Teacher's Manual 

The Naughty Tulip Progressive Teacher's Manual 

The Woodpecker .The New Normal Course 

The Wise Bird Hollis Dann. II 

The Bluebird Ncav Education Music Book 

My Garden Primary Melodies 

The Oriole's N^st Progressive Teacher's Manual 

Welcome May New Education Music Book 

The Caterpillar and the Bee Progressive Teacher's Manual 

In English we wrote the story "The Hidden Gold," "Corn," and 
wrote descriptions of the Oriole, Robin, and Flicker. We also had 
oral work along this line. 

In reading we read stories that I mimeographed, also, stories 
that were sent from Washington. The children brought in stories, 
too, which they read to the class. 

We would not accept any carelessly done paper or drawing. 
The children felt that they were responsible for bringing in infor- 
mation on gardens, and for having a good looking garden. The\ 
were very honest in telling just what they had done. They realized 
that this work would help others, and themselves. They learned 
that it would help them physically. They were much more interested 
in school work than they had been previously. 

50 



The children were all anxious to work in their gardens. Their 
work improved greatly as the project progressed. 

References 
Supplied by the U. S. S. Garden army — Dept. of the Interior. 

1. Courses, in School Supervised Gardening for N. E. States. 

2. Manual on Flowers. 

3. Manual on Vegetables. 

Month by Month — Spring — Willis. 

Vegetable Plant Lice — supplied by N. J. Agricultural Experiment 
Station. 

Seed and Soil Treatment for Vegetable Diseases. 

The Home Vegetable Garden — Dept. of Agriculture, New Bruns- 
wick, N. J. 

Plant Food and Soil Improvement — New Jersey Agricultural Exper- 
iment Station. 

Henderson's 1920 Spring Catalogue. 

Henderson's Garden Guide. 

Monograph on Vegetable Gardening. 

Flowers, Insects, and Birds, Common to N. J. — Obtained from 
Library. 

Bird Chart. 

Story of Corn — Month by Month. 

Stories of Plant Life — Boss. 

Bird World — Stickney — Hoffman. 

Stories of Insect Life — Wild. 

Stories of Birdland — Chase. 

From Flower to Seed — Newell. 

How to Know the Wild Flowers — Mrs. Dana. 

Fairyland of Flowers — Mara Pratt. 

New Educational Reader. 

Trees (Second Grade) 

Hazel M. McClintock. School No. 4, West Hoboken, N. J. 

Situation 
At Arbor Day time I planned a short program to observe 
the day. In introducing the subject to the class, I first asked for 
some names of trees which the children knew. 

51 



After listing such trees as Maple, Cedar, Pine, Ash, Oak, 
and Elm, (Names of trees which had occurred in literature and read- 
ing lessons. ) I asked for reasons why people have trees in lawns, 
and on streets and the children thought of shade, beauty and 
homes for the birds. One child said, "Houses are made of trees." 
Then others named desks, tables, chairs, and fuel. I wrote 
"furniture," in our list of "Uses of Trees." I asked "Where do 
apples grow?" and then the children gave a list of fruit trees. 
But this was the extent of the class knowledge of trees and their 
uses. Through our conversation about the trees which were familiar 
to the class, we concluded that trees were very necessary to people 
right in this country and that we ought to conserve them. 

This led to listing the reasons for Arbor Day observance, 
and the children were very much interested tn it and all those who 
had a tree at home decided to look it oyer and see if it had any 
"moth cocoons" on it, or any caterpillar tents or any dead branches, 
and we all decided to learn to know at least one tree by sight and 
name, and its principal uses. 

The next day, a little girl brought a box of luiroasted cotfee 
beans, and .said, "Miss M — , Don't these come from trees?" These 
were shown to the class and so we found that trees gave us other 
things besides houses, warmth, fruits, and shade. 

Teacher's Preparation 

When I saw that so much interest had been aroused, I decided 
to have a number of drawing lessons, and so collected all the pic- 
tures of trees that I could find, and without comment, placed thein 
about the room. The following day, children began bringing pic- 
tures of trees and a little girl brought a picture of people taking 
rubber from trees, and asked, "What are the men doing with the 
tree?" I decided to make a project from this display of interest. 

I wrote to companies who manufactured articles made of trees, 
such as cork and rubber, and collected pictures, samples and objects 
made of different products. 

Purposing 

The children were eager to find out more abotit trees and 
brought books, magazines, and pictures which illustrated or told 
stories of trees or showed things that were being taken from trees. 
So we decided to make a collection of "Trees and Their Uses." 

We decided to allow a time each day for study or talk about 



"Trees." Some days a child would read a story about a tree, as, 
"Cedar Trees Reward," or the story of the "Littlest Fir Tree," 
or "The Little Evergreen Tree That Wished for Golden Leaves." 
We decided to find out how the different "things," or products 
are obtained from the trees and children volunteered to find: 

1. How trees come to be made into houses. 

2. A list of the things that are made of wood. 

3. How ships are built. 

4. How maple sugar comes from sa]). 

5. How coffee grows. 

6. How rubber comes from the rubl^er tree and all the 
things that are made of rubber. 

7. How cork comes from the oak. Uses of cork. 

8. What part of the tree forms the Palm fan. 

9. How we get spruce gum. 

10. _ All the "tree fruits" that grow in New Jersey. 

11. Other tree fruits and how they come to us. 

12. Make a collection of "nuts" and a "Nut Chart." 

13. Wood as a fuel. Kindling, wood, and matches. 

Planning 

W^e planned to collect pictures and information about trees. 
We also planned to give each child a chance to tell something 
about what he had found. Many children who did not at first vol- 
unteer were found to be ready on certain days to contribute some- 
thing. 

Activities 

As materials and objects were collected, we placed them in a 
low flat box where we could look at them and talk about them. 
Then on each morning, I allowed a few minutes for "Tree Talk" 
and anyone who was ready took his or her specimen and holding it 
before the class, told them all he had found out or all he knew 
about it. Then it was passed around the room during a working 
period and each child looked at it, and examined it as long as ne 
wished, now with better understanding than when the object rested 
in the box, before it had been "explained." 

Other brothers and sisters became interested and helped the 
little ones in gathering information. I gave several drawing les- 
sons showing the trees of different types and also trees in action, 
as, being blown by the wind. We also spoke of trees in groups. 

53 



'"How to make the effect of a forest in a 'drawing'— was one prob- 
lem." 

Also many of the stories which were read offered subjects 
for dramatization and the one who found the story, selected the 
actors and planned the action of the play. "I always have the 
children plan and work out their own dramatizations." 

The children reported seeing a boy bending a small tree and told 
how they had induced him to desist. This involved conversations 
on tact and diplomacy, but we used the words "politeness" and "good 
manners." Often the children made drawings illustrating a story or 
some phase of the project, and some tried to copy the illustrations. 

1. There were many children who wished to tell about houses 
and so we took up the lumbering industry first — including : 

I. — the camp. 

2. — the steam mill. 

3. — x\nimals in camp — horses, dogs, oxen. 

4, — The men — Boss, sawyer, choppers, loggers, blacksmith. 

5.^Tools used — axe, saw, wedge. 

6 — How the camp site looked before and after the mill came. 

1. The big saw dust pile. 

2. Its uses. 

3. Reforestation. 

We used the stereopticon slides from Visual Edtication. One 
group of children collected pictures illustrating methods of carrying 
lumber to market, as sleds, river, ferry-boats, ships, trucks, trains, 
oxen, horses, mules, and elephants. 

One child showed a picture of Abraham Lincoln's log cabin 
and compared it with our wooden houses and explained how we 
get boards from logs. He had been to a saw mill so he tried to 
explain it, and made a little saw of cardboard. 

Another group of children told of the carpenter and the tools 
he uses in building the house. A man was building a porch on his 
house near the school and we had a chance to observe his methods 
and his economy in lumber. Shipbuilding was also touched upon. 

2. One child brought a picture of the Indians, showing the 
white man how to make maple syrup, and another of how the, 
Indians discovered maple syrup. I secured, samples of maple 
sugar for tasting. 

3. In connection with coff'ee I gave a health talk for boys 

54 



and girls and all the children decided to give up coffee and ask loi 
milk instead. 

4. One little girl brought a book that tells the "Story of Rub- 
ber" from beginning to end. The words were too hard for her to 
read, but she had been told of the process, and could "tell about" 
the pictures. During this lesson, we examined the exhibit sent out 
by the Hood Rubber company and also their booklet and slides. 

We made a list of things made of rubber and this list included : 
rubber overshoes, rubber hats, gloves, Indian rubber balls, boots, 
rubber bands, automobile tires, mats, elastics, erasers, etc. This 
list was copied for the booklet as each child had decided then to 
make an individual picture collection in the form of a booklet. 

5. A little girl brought a square brick of cork and told the 
children how her aunt picked it up on a beach, and explained that 
it was a piece of a life-preserver from a ship. 

Another girl presented a picture of men taking the cork from 
the trees and told of the uses of cork, naming — ^stoppers, life preserv- 
ers, and bobbers on fish lines. 

6. A little girl brought a palm leaf fan and showed pictures 
of the palm trees with the large fan-like leaves, and told the chil- 
dren of a movie in which she had seen the palm trees growing. 

7. A little boy brought a stick of spruce gum as it comes 
from the store and as a surprise I had a piece of the gum as it 
comes from the tree ready to show them. I told^;hem how I used to 
go hunting for spruce gum at picnics when I was a little girl. 

8. There was a large collection of pictures of fruits and we 
talked of peach, plum, pear, and apple orchards. We solved these 
problems : 

1. How the farmer can protect his fruit from — 

(a) frosts, by smydge fires. 

(b) birds, by nets. 

(c) insects, by spraying, pruning.- 

(d) We decided that the farmer could spare a little 
fruit to pay the birds for the insects they kill. 

2. How the fruit is picked. 

3. How fruit is taken to market. 

9. Children brought pictures of bananas, oranges, lemons, 
olives, and we talked of the health value of eating plenty of fruit. 

10. We had a fine collection of nuts and learned some articles 
of food that are made of nuts. We learned to name nuts at sight 

55 



or by sense of touch, judging by their smoothness, size, shape, etc. 
and learned the meaning of those terms size, shape, rough, smooth, 
and how to spell them. 

ir. In connection with the report on wood as a fuel, we 
had a le?son on fire protection and the causes of many fires, and dis- 
cussed such causes as playing with matches, building bonfires and 
the like. 

12. The children had already studied a little about the deser*^ 
life in contrast to the "farm project" and made a sand table show- 
ing an oasis in a desert. 

We considered what would become of a country if all the trees 
were cut oflf and I told them of ex-President Roosevelt's conserva- 
tion policy and each child told how they Would help. 

13. The following stories were contributed: 

1. "Apple Seed John." * 

2. "Story of the Littlest Fir Tree." 

3. "Cedar Tree's Reward." 

4. "How the Pussy-Willows Came." 

5. "The Little Tree that Wished to be Big." 

6. "George Washington and the Cherry Tree." 

7. "George Washington and the Apple." 

Alt these were dramatized. In an old "Primary Education," I 
found a dramatization entitled "The Boy Who Hated Trees," and 
this became our favorite dramatization for weeks. 

Course of Study 

1. We correlated this with number work, by illustrating the combin- 
ations with pictures of trees and logs, and solved little prob- 
lems such as this — "If one tree makes twenty boards, how many 
boards can I get from two trees," etc.,' the opportunities here were 
unlimited and some days I let the class give problems. 

2. Supplementary reading was done before the class. We rend 
the book "Rago and Goni," "The Tree Dweller," and also the 
book entitled "The Tree Dwellers." as well as silent reading; 
in looking over the collections. 

3. The pupils learned to use correctly and to spell such words as 
shelter, bark, bough, twig. The children made their own list.s 
of words which they felt they needed to learn, and I chose 
words from their lists for the class lesson. 

4. They learned to reproduce stories, and such poems as "Oh, 

56 



Maple Tree," "The Wind and the Leaves," also to use correctly 

such words as protection shelter, products, etc. 

Our lessons in drawing on tree forms and trees in motion, and 

two blackboard illustrations of a landscape with trees and a 

landscape with n'o trees, helped to give the artist's, attitude 

towards trees. 

The frontispiece in "The Porter Tree Book" is full of autumn 

colors, showing eight diiferent kinds of trees in their autumn 

dress and this was copied, by some children as individual trees 

and by others as an entire picture. 

Comment 

Of course the work was taken up in a very elementary way 
suited to the age of the pupils, but I think that this project has 
justified the time spent upon it by its results in the interest 
shown, in the collections and in the remarks made nearly every 
day by the children who had had some experience bearing upon 
the subject. 

The efifort put forth is shown by the trouble to which some 
children went in order to secure materials to "tell about." 
A new attitude is shown by the way the children seem to feel 
the value of trees to mankind and the efforts made to preserve 
"one tree this year." Some of them named their trees for men 
about whom we had studied and admired, as George Washing- 
ton, Theodore Roosevelt ; and one day at recess I saw tlie 
children digging at the bark of one of the trees in the school- 
yard, and found they were hunting for eggs of moths or cater- 
pillars and found some. 

Investigation was the keynote of our Project correlated with 
reading and dramatization. All of these have been effective 
means of education for the children. 

References 

Armstrong Cork Company, Pittsburgh. Pa. 

Hood Rubber Company. Watertown, Mass. 

Goodrich > Rubber Tire Company, New York, N. Y. 

Department of Agriculture, Washington, D. C. 

Rubber a Wonder Story — By John Martin. 

Published by U. S. Rubber Co., 1790 Broadway. New York. 

Porter Books on Trees. 

Published by Edinburg Society. Boston, Mass. 

57 



California Walnut Growers' Association, Los Angeles, Cal. 
Log Cabin Products Co., St. Paul, Minnesota. 
Milton Bradley Pencil Co., Springfield, Mass. 
Educational Publishing Co., New York City. 
Mishawaka Mfg. Co., Mishawaka, Ind. 

And we used these slides from Visual Education : 

Orchards, No. 44, 85, 175. 234, 237, 437, 412. 

Oak. No. 146, 369. 

Nuts, No. 118, 234, 551. 

Pine. No. 98. 107, 162, 191, 224, 228, 265, 388, 407, 418. 449. 

Peach. No. 85. 

Maple Sugar, No. 130. 

Logs, No. I, 162, 215, 216, 509. • 

Deserts, No. 190, 200, 201, 209, 495, 561 to 566, 569. 

THIRD GRADE MATERIALS 

The Pottery Industry (Third Grade) 

Mary T. Convery, Principal Columbus School, Trenton, N. J. 

Situation 

In filling out record cards for the ofiice file, it was necessary 
for each pupil to state the occupation of his parents. Out of an 
enrollment of thirty-three it was found that twenty-four of the 
parents held some position in connection with potteries. This proved 
an interesting subject of discussion. "Why were so many of our 
brothers and fathers potters" was a gateway question to the study 
of this industry. The opening discussion may be summed up as 
follows : 

The trade of a potter is a fine trade. We live in a pottery dis- 
trict. Most of our fathers were born in England and learned the 
trade there. Our brothers are learning their trade here now in 
the same potteries where our fathers w^ork. We live in this ward 
because most of the potteries of Trenton are located here. It is 
necessary to use pottery in order to live in the right way. Our 
fathers in being potters not only serve themselves but others. We 
would like to visit some of these potteries where our fathers and 
brothers work. 

Activities 

The latter suggestion brought out the fact that if we visited 
potteries we would not know what to look for in otir visit, and 

58 



dus t n r 1 ^"'^ '° ''"'^ '^ ""^^ ^^ ^- ^'°"^^ ^bout the in- 
dustry in the class room. This Jed up to the specific ain. of the 
teacher and at the same time it became a class project 

Spcnfic Ann. To have the children discover why the pottery 
mdustry is nnportant in Trenton. ^ ^ 

Preparation of Teacher. 

A study of different kinds of clay. 
The Pottery Industry in America. 
The Pottery industry in other countries 

^""'taugh^t' '^""'" ^'' ^'''°'' "''"'' '^'' p""^^">' '''^^''^'^y '-^ 




Our Wori 



AND Display Room. 



Visit to the State .Aluseum to see accomplishments of the iDottery 

mdustry m other countries. 
Talks with pottery manufacturers in this distrir-t 
Msit to the librarian requesting her to get ready and send a 

set of reference books for the children's use. also anv 

ture material she might find. 

59 



pic- 



Suggestions made by children as to how they would study : 

a. Learn to recognize the different kinds of clay. 

b. Find out different types of potteries in our neighborhood. 

c. Kinds of ware made in each pottery. 

d. Importance of each kind of ware. 

e. Kind of pottery most important for us to visit. 

f. How shall we arrange a visit to these potteries. 

As a result of the above outline, practically arranged by children, 
the following subject matter was developed : 

Need for using clay. Using clay called manufacturing. 

Kinds of clay — ball and china — found in U. S. 

Sanitary — (the largest percentage of which comes from 

England. ) * 

(Samples of these clays and also the subdivisions of the 
classes of clay were brought in by children.) 

The following questions were asked by the teacher : 
"Why has New Jersey s,o many potteries?" 
"Why has Trenton so many potteries?" 
"Why has the 8th ward Trenton (our location) so many 
potteries?" 

Improvement in the old and new methods of pottery manufac- 
ture, were discussed or in other words, hand methods versus machine 
methods. This required reading. The librarian was instructed* to 
be prepared with special books and pictures for this visit. A most 
worth while period was spent here. 

The next step in procedure was the study of different types of 
occupation necessary in a pottery. 

The following were given : moulders, turners, dressers, kiln 
drawer, sagger maker, glazers, decorators, and packers. 

The home was again asked to assist. Children were requested 
to have parents write or tell of their particular work in pottery. 
Many written replies were sent and many specimens. This was 
what first prompted the children to suggest an exhibit. The teacher 
had had this in mind for some time. Some of the most important 
work of the topic was the result of information in answer to the 
request for information from the parents. 

The mention of the packers led to a study of the distribution 
of the finished project. Maps were borrowed from, the various 
class rooms and used in connection with this phase -of work. 

The following \vere some of the questions : 
60 



What becomes of the pottery manufactured? 

How shipped from Trenton? 

Where does the canal by the Anchor and EHte potteries 
lead to? 

Is it cheaper to ship by water or rail? 

Does Trenton become well known in other parts of our 
own country and in other countries through its pot- 
tery industry? 

At this stage of the work pupils felt they were ready to visit 
potteries. Communications were sent to three manufacturers. 
Only two were willing that we should visit them and that with 
restrictions. The replies to our letters furnished some splendid 
material for talks on "Safety First," also the care necessary in fol- 
lowing instructions promptly while on the visits. 

Visits to Pottery — Committees were selected. The two potter- 
ies granting permission were general ware potteries. The children 
were shown the process from the selecting and mixing of the clay 
to the packing of the finished ware in the packing room. In one 
case it was the proud father of a pupil who had arranged to be the 
guide. There were only ten pupils in each group so it was necessary 
for them to spend some time and use great care in making the 
report. The remaining part of the class was divided into two fur- 
ther committees, the first section visiting the art school where they 
saw how the trade was taught in a trade school. The second section 
visited the state museums where they saw specimens of pottery 
from many parts of the world. ' At the time of the latter visit there 
was a splendid lot of wedgewood pottery on display that meant 
much to these English children. 

The exhibition was the end of the project. We were over- 
whelmed with material from the flint to the finished product in all 
stages of completion. The other section of the third grade was 
studying rubber — a second neighborhood industry — so we also had 
an exhibition of rubber at the same time. 

Course of Study 

Language : Booklets were made containing important facts about 
the pottery industry, also accounts of their visits to a pottery 
or museum, were made. Letters of request, also of apprecia- 
tion to parents, manufacturers and others who assisted were 
part of the language work during this period. 

6i 



spelling : The words of their own talking vocabulary at this time 
were assigned for study. There are some examples : pottery, 
clay, mould, presser, kiln, cup, saucer, havale, turner, bath- 
room, etc. 

Hygiene: The discussion as to the relative value of sanitary ware 
versus china ware formed a most important opening for the 
study of hygiene. They were shown the fine equipment of 
the school in this line and developed therefrom a greater 
respect and care for the provisions made for safeguarding 
their health. 

Art : A. They have been allowed to show their individual taste in 
developing their book covers. Some painted a simple design, 
others brought appropriate pictures and pasted them on the 
cover. 

B. Designing. Thanks to the pottery owners we were well 
supplied with potters clay. Various articles were made, 
candle sticks, flower pots, cups, saucers, etc. 

Reading : Reading from the library books, from magazines and 
articles sent in by parents and also from their own booklet 
material. 

Geography : Transportation of the pottery products meant a study 
of geography. As mentioned before maps were used when 
the need arose. The children felt pretty "big" using sixth 
grade material. 

Habits of Study 

We have made provision in the aforegoing material for good 
study habits. There is a specific purpose in tnind with well 
thought out questions providing for supplemental material. The 
organization of ideas was necessary in order to be prepared for our 
visit. We had to know what steps or processes of manufacture were 
involved in the manufacture of pottery. We had much discussion 
of values when we were deciding whether to visit sanitary or gen- 
eral ware potteries or both. There was memorizing from the begin- 
ning of the project, and also originality in their oral and written 
reproductions of letters of application modeling and designing. Best 
of all, pupils were being trained in good moral habits. They were 
being taught, the dignity and importance of labor and also, through 
their cooperation in their work, the spirit of getting along with peo- 
ple in the right way. 

62 



References Used 
The Potters' Craft — Draw Nostrand Co., N. Y. 
How to Make Pottery— Doubleday Page & Co., N. Y. 
History of Clay Making Industry in U. S.— Ries & Leighton. 
Dedication Book of Thos. Maddock & Sons, containing extracts 

presented by Dr. G. B. Gorden. 
Child Labor Law. 
Employers' Liability Law. 

The Growth of Trenton From the Beginning to the 
Present Time (Third Grade) 

Louise D. Titus, Hamilton School, Trenton, A'. J. 
Situation 
This project arose in Geography from the study of Trenton. 
It deals with the growth of Trenton from the time the first settlers 
bought the land from the Indians through the time when George 
Washington passed through Trenton on his way to New York, to 
become President of the United States, up to the present time. 

Activities 

At first some children asked if they might make wigwams. 
The study of Indians life led to the representation of Indian homes 
on a table. The life of the tribes especially the Lenni Lenape tribe 
as they settle in groups was shown. The children had this tribe 
sell land to the English. (They took the Indian scene out and put 
the new settlers in, the sceneS being changed). The girls made 
trees and houses and dressed dolls (cotton covered wire) to repre- 
sent the settlers. The boys brought wood from home and made a log 
cabin. They worked at recess, noon or after school. They had dis- 
cussions among themselves about the floor and how to close the 
cracks between the logs to make the house warm. Several books 
were brought with the desired information. Houses and mills were 
made of paper and Trenton begun. 

We had in our possession a newspaper printed in 1889 and 
entitled, "Trenton a Century Ago." This gave us a picture of 
Trenton, a sketch of each building and the person who occupied it. 
With this fund of material the children thought they would enjoy 
making the picture on the table. They brought sand from the 
Kindergarten and blocks to put around the edge. They built the 
Barracks, the New Stacy Grist Mills, a hand in hand fire engine, 

63 



stage coach, Triumphal Arch with Washington riding under it, 
a bridge over the Assunpink Creek. Each day for many weeks 
they took great pleasure in. planning and constructing new things 
and judging what had been made. 

The children gave the class what their fathers told them of 
Trenton industries of today. The boys made Roebling's steel and 
wire mill, a rubber mill and pottery. They built a railroad with 
two tracks, wired signals, trains, freight station, trucks, etc. They 





f 

1 


iH m 



Battle Monument. Trenton, Constructed 

IN THE S A notable. 

had a scene along the railroad which was quite complete. The 
children were able to get quite a number of exhibits such as clay, 
many kinds of wire, crude rubber, and pieces of all kinds of rub- 
ber goods. 

Values 

This project furnised live material for about five months in 
the following subjects : language, reading, writing, arithmetic, speli- 

64 



ing and industrial arts. The children talked freely to one another 
not only in school but at home and to their friends thus develop- 
ing the social habit. Books, papers, magazines were brought to the 
class room from which stories bearing on the subject were read 
and told by the children. A variety of problems in arithmetic 
arose while studying and working with the project. 

In connection with buying the land, measuring, cost of buying 
raw materials, transportation, selling rubber goods and pottery, 
the children wrote sentences, paragraphs, and letters. Each child 
kept his own diary. 

There were some very poor readers in the class and some of 
these could plan and keep some others busy making a mill or train, 
etc. So they were excused from the class many times after they 
read if they did not fail in a word. Their reading was much improved. 
One boy after reading very well one day said "I never liked read- 
ing before." 

The habits gained through the activities of the project led to the 
development of social habits, cooperation and personal achievements, 
self-control, self reliance and thinking and doing. 

A Play— Thrift (Third Grade) 

Katherine C. McGarrity, Moses School, Trenton, N. J. 
Aims 

Teacher's Aims. — To give the children a knowledge of the 
real meaning and importance of. Thrift. 

To present this knowledge in a way that will appeal to the 
children, and by pleasant associations, and activity cause a per- 
manent interest to be awakened. 

Children's Aims. — To increase the number of bank depositors in 
our class. 

Situation 

The project arose during Thrift Week. As a preparation for 
our discussions on Thrift, the assignment for spelling for the first 
day of the week was the sentence: "What can / do to make Thrift 
Week mean something to me?" This was also the subject for our 
language period. Each child told what he or she expected to do. 

We discussed the various phases of Thrift, Saving and care 
of money, time, clothing, food, books, etc. Benjamin Franklin and 
his relation to thrifty living. 

65 



• Activities 

Bank Day in our schoql came during Thrift Week and many 
of the children were eager, . on that morning, to tell that they 
expected to deposit money in the afternoon. But there was still 
the same large number of children who had not yet opened bank 
accounts. When questioned, they said their parents would not per- 
mit them to open school accounts. I asked several of them just 
what they had said to their parents about it, and they replied that 
they had asked them if they could bank in the school bank. That 
Was all they had said. I then told them I was going to be Mother 
and I wanted them to come and give me good reasons why they 
should open a school account. The whole class assisted them, when 
assistance was needed. ^ 

The playlet is a repetition of this language lesson so the dif- 
ferent reasons are presented there. 

The children enjoyed the lesson so much that when they were 
asked what our class could contribute to the school exercises of 
Thrift Week, they immediately suggested that we play the same le^:- 
son for the other classes. They selected the children to take the 
parts, picking out, as far as possible, the children who had that 
week persuaded their parents to let them open a bank account. 

Results 

As .a result of this play nine children in the class opened bank 
accounts, the number of depositors increased from twelve to twen- 
ty-six, and the amount of money deposited increased from $6.32 

to $14- 54- 

The play motivated the work in language, spelling, arithmetic 
and geography as shown in outline. 

A Thrift Play 

"How Harley Persuaded his Mother to Let Him Open 

A Bank Account." 

First Scene. At Home. 

Mother. — "Harley, isn't it time you were going to school?" 

Harley.— "Oh, Mother. I almost forgot. This is bank day. 
May I open a bank account?'' 

Mother. — "No, Harley, not today." 

Harley.— "Ah, why not?" 

Mother. — "I wish you wouldn't bother me. Can't you see 
I'm busy." 

66 



Harley. — "Well. I want to start one."' 

Mother. — "Will you go to school today?" 

Harley — "(Whining). I want to bank today. Won't you 
let me? It only takes a nickel." 

Mother.— "I said— A^o." 

Harley (goes out grumbling) "I don't see why I can't start a 
bank account." 

Second Scene. At School on Bank Day. 

Teacher. — "This is bank day and this is Thrift Week. I won-' 
der if we have talked enough about thrift to have everyone know 
how important it is for us to learn to save. How many children 
expect to bank to-day?" 

(All the class stand except Harley. J 

Teacher. — "That is fine. I am glad to see Alice standing." 

Alice. — "I just told my mother the one thing I wanted to do to 
make Thrift Week mean something to me was to start a bank 
account. She said I might take the twenty cents I have saved 
So I start this afternoon." 

Teacher. — "Splendid, Alice. All the class but Harley. W'hat 
is the trouble Harley? Have you asked your mother?" 

Harley. — "Yes, I asked her, but she said 'No.' " 

Teacher. — "Are you sure you asked her in the right way?" 

Harley. — "I kept on asking her, and she kept on saying 'No.' " 

Edward. — "So did my mother say no. Miss Cook, until I told 
her how many children in our school have bank accounts, that Miss 
Carter's class is loo^c : that Mrs. Miller's class has 36 children 
that bank; Miss Furlongs 34; Miss Binder's 41; our class 26; 
Miss Pursells 16; the Kindergarten 34; and that, in the whole 
school, there are 223 children that have bank accounts. My mother 
said she certainly wanted me to be 'one of that number." 

Teacher. — "That was a fine thing to tell her, Edward. Marion, 
did you have much trouble to start an account?" 

Marion. — "I had a hard time to start a school account, because^ 
I already had an account up town, but my mother usually saved that 
money for me. I told her I wanted to do the saving and banking 
myself, so she consented. Now, I feel like a real grown up. saving 
my money, and taking it to the bank." 

Teacher. — "A fine idea, Marion. Did you wish to say some- 
thing Mildred ?" 

Mildred. — "Perhaps if Harley had saved his money as Joe did, 

67 



his mother would let him bank it. Joe's grandmother gives him a 
penny every time he gets E on his paper. He had eight of these 
pennies last bank day, and "has several saved for this bank day. 
Have you saved any, Harley?" 

Harley. — "Yes, I have fifteen cents." 

Teacher. — "Albert, can you help Harley?" 

Albert. — "Tell your mother that if you put your money in the 
bank you will get 3% interest on it. If you put it in the bank at 
home, you will just have what you put in. Don't you remember 
that sentence we learned from the Peter Rabbit Story. The best 
kind of Thrift is saving a thing and then putting it where it will 
increase. That is an investment. When you put your money in the 
bank it keeps on growing. Try that on your Mother, Harley." 

Teacher. — "Suppose you tell your mother some of these things 
at noon, Harley, and let us hear about it this afternoon — class dis- 
missed." 

Third Scene. — x\t Home. — Bank Day of Thrift Week. 

Mother. — "It is time for Harley to be home." 

Enter Harley. 

Harley. — "Hello. Mother, how are you?" 

Mother. — "Hello, Harley, did you do well in school this morn- 
ing?" 

Harley. — "Yes. Are you very busy. Mother?" 

Mother. — "I am always busy, Harley." 

Harley. — "Will you please sit down here for a moment. Mother, 
I want to talk to you. You know this is Thrift Week. I want to 
give you a few good reasons for wanting to open a bank account. 

First. — There are 223 children in our school that have bank 
accounts. Isn't that fine, Mother?" 

Mother. — "Yes, indeed, it is." 

Harley. — "Second — Several of the children save their own 
money to bank. I have saved fifteen cents and I want to bank it. 
Don't you see Mother, it will help me to save." 

Mother. — "I have always wanted you to save, Harley." 

Harley. — "Third — If I put my money in the bank I will get 
three per cent, interest on it. — ^You remember that sentence I learned, 
the best kind of Thrift is saving a thing and then putting it where 
it will increase. That is what I want to do. Aren't they some good 
reasons ?" 

Mother. — "Yes, they are good reasons, Harley. You take that 
fifteen cents and open a bank account, and I will help you whenever 

68 



I can. I hope you will try to remember the spelling lesson you 
had today. It is not what you make, it is not what you spend, it is 
what you saz'e that counts in the end." 

Harley. — "Oh, I will remember that. I had every word cor- 
rect." ( Repeats it.) 

Exit Harley. smiling. — "Won't the children be glad when they 
hear I am going to start a bank account." 

The Red Creek Ranch (Third Grade) 

^nna M. Tyrrell, Girard School, Trenton, N. J. 

Situation 

In an endeavor to improve the health of the class much time 
has been spent in choosing foods which will develop the children 
into healthy individuals. The pupils discussed various articles of 
food which were valuable to the body and various members of the 
class expressed a desire to aid in some way to help raise health 
producing foods. This question was presented to the class : "If you 
had some money and wished to help supply the world with food, 
which food would you select?" 

The children chose various foods, potatoes, corn, meat, etc. 
We decided we could use only one at a time so the class decided 
on the meat raising industry. Why is meat valuable as food? Th^ 
pupils learned that it builds muscle and tissue and produces blood. 
They also said that meat was very expensive and that if more people 
raised cattle perhaps the high' cost of living might be somewhat 
reduced. 

Activities 

For an assignment, I asked the pupils to find out what was 
necessary in order to raise cattle. They learned that every farmer 
raises a few heads of cattle but if they wished to raise vast herds 
of cattle, they must have a ranch. There was open discussion on 
what was necessary in order for us to have a ranch. I asked therii 
what we should call the ranch. After many suggested names, they 
chose "Red Creek Ranch." 

As an assignment, I asked the pupils where they would locate 
their ranch and why they would make such a selection. They came 
in the following day saying that Texas was a good place to raise 
cattle and also that there was a section of the United States devoted 
to cattle raising. Why is this section devoted to cattle raising? 

69 



The pupils learned that this section was a grassy plain also called 
prairies. They said that since there was an abundance of grass it 
would furnish splendid opportunity for the grazing of cattle. 

The problem arose : Why could not wheat or some other food 
crop be raised in the prairie region instead of simply raising grass? 
The pupils discovered that the rainfall in this section of the country 
is scanty, and therefore not enough to raise crops of food. In this 
way, the pupils were becoming acquainted with the geographical 
features and climate in sections of our country. 

Without having dealt with maps heretofore, the pupils, when 
presented with problems, brought maps of the United States and 
chose their sections, showing the location of the same. These pupils 
immediately aroused the interest of others ^who asked for school 
text books. I allowed the pupils to have geography books and it 
was interesting to see how quickly they learned map reading and how 
readily they located our cattle raising sections. They solved the 
problem of rainfall by saying that the scanty rainfall was probably 
due to the fact that the prairie region was quite removed from large 
bodies of water. 

After deciding on this section for our industry, we wrote 
to the Omaha Chamber of Commerce for information. We received 
a pamphlet on the raising of cattle also some valuable books and 
pictures from the Public Library. 

We set to work. The pupils forme'd themselves into an asso- 
ciation. They elected four owners. These owners offered positions 
to cowboys and maids on the ranch. The pupils wrote applications 
to the owners applying for the situations. The owners interviewed 
the applicants and questioned them regarding their duties. This 
required owners and applicants alike to familiarize themselves with 
the work of cowboys and 'maids. They became familiar with the 
meaning of "Round Up," "Branding- of Cattle," etc.. as all were 
anxious to be accepted as workmen. It was interesting to watch 
the pupils seeking their information from books, magazines, and 
pictures. Posters were made of pictures taken from magazines 
brought in by pupils. 

At the suggestion of the owners, the helpers were now set to 
work. Some were assigned to making homes for the help and for 
the owners. Some made stables for the cattle, others made fat- 
tening pens, etc. The project gave splendid opportunity for indus- 
trial work. The owners supervised the work judging the sizes of 
the homes compared with stables, etc. Their ranch was set iti luinia- 

70 



ture on the work table. The maids also assisted -in the construction 
work. 

The workers on the ranch wrote stories to their friends in 
the East discussing various phases of the work as ''My Cattle 
Ranch," "How I Brand the Cattle," "My Duties As a Cowboy," 
"My Duties As a Maid," "My Trip to Chicago," "The Roimd Up." 

The cattle were now raised. What would they do with them? 
The owners discussed the matter with the help. They decided to 
sell the cattle. Where could they sell them? This was an assign- 
ment. 

They reported that Chicago was the greatest meat market in the 
world, so why could they not send them there? How can we send 
them to Chicago? This developed the topic of transportation. 
They decided to ship the cattle by auto truck to the railroad sta- 
tion and from there to Chicago by rail. 

During construction period, the pupils made auto trucks and 
box cars in which to ship the cattle. Would it be advisable to send 
the cattle oft" alone? Why not? 

The pupils learned that some might die for want of care. They 
learned of the Society for Prevention of Cruelty to Animals. They 
learned that a carload of cattle must have a man to accompany it in 
order to feed and water the cattle, also to help the cattle to their 
feet in case they should fall. They learned that every eight hours 
the cattle car must be sidetracked to allow the cattle to have a 
•chance for exercise. 

The cattle have now arrived at the Union Stock Yards in 
Chicago. The pupils learned that this place is a world in itself. The 
pupils traced the routes to follow and decided upon the shortest one. 
They figured the cost of shipment from the ranch to Chicago. One 
boy said, "No wonder it costs so much to buy meat. The owner 
has to pay helpers and also transport cattle and guards." 

What shall we do with the meat in Chicago? The pupils read 
from their books that the cattle are sold at auction to the highest 
bidder. Some pupils became buyers, and the class held a real auc- 
tion. The arithmetic was motivated in the buying and selling of 
the cattle. Pupils who seemingly had no interest in "borrowing" 
in subtraction were now taking a keen interest in making change. 
The use of United States money in all processes became real to 
pupils. The long division process was developed for there was a 
vital need for it. The problems were real, e. g. If cows are sold 
at $70 a head, how much will 536 cows cost? 

71 



If cows are $95 a head, how many can you buy for $937? 
If sheep cost $86.35 ^"<? ^^e buyer gives you a check for $100, 
how much change will you give him? 

Course of Study 

All the subjects of the curriculum were motivated by this 
project. I have already spoken of the geography, language and 
arithmetic. The spelling necessarily entered into it, since the pupils 
could not write stories unless they learned to spell the new words. 

A fresh impetus was given to the writing as only those papers 
which were neat and eligible were acceptable. 

Industrial arts held a prominent place in the project and pain- 
staking efiforts were displayed on the table in building their ranch. 

References 

Carpenter's Geographical Reader Resources and Industries of U. S. 

How the World is Fed Land in Which We Live 

How We Are Fed Country Gentleman 

Foods and Their Uses Library Pictures 

Library of Work and Play Omaha Pamphlet on Cattle Raising 

Indian Life in Colonial Days (Third Grade) 

Jsabellc Mulford, Lincoln School Kearny, N. J. 

Aims 

The teacher's aim was : To lead the children to obtain a clear 
mental picture of Indian life in colonial days, and to compare their 
mode of living with our own. and with the Indian life of today. The 
pupils' aim was : To learn about Indian life, and to be able to give 
expression to this knowledge in speaking, in writing and by illustra- 
tions with art materials. 

Preparation for teaching this Project 

1. Thoroughly mastering our own course of study. 

2. Collecting books and pictures on the subject. 

3. Getting myself enthused by reading. 

4. Outlining the work that I might be ready to bring a logical 
order out of the children's plans and suggestions. 

5. Collecting art models and materials. 

6. Conferring with the art supervisors. 



How the Project Started 

The art course of study is arranged around centers of interest 
found in the language, geography, and history outlines. Indian Life 
is a third grade center. As the time approached for the beginning 
of that work, I selected stories in our readers to arouse interest in 
Indian life. The natural efifect was that the children wanted toknow 
more about Indiaiis. Some of the questions asked by both teacher 
and children in getting the project started and in relating it to all 
branches of school work were somewhat as follows : 

"May we read more about Indians?" "Where can we find 
things to read?" (Class library, public library, home, ctirrent maga- 




IndiAn Village on the Sand Table. 

zines and newspapers. ) "What else can we find to help us see how 
Indians lived?" (Pictures.) "Where can we find them?" (Home, 
class-room books, public library, magazines and newspapers. ) "Who 
will collect this ^material?" "What do we want to know about 
Indians?" 

The pupils made sttggestions that formed the bases of the taitline 
used. , 

As the reading and discussion proceeded, the children's ques- 
7Z 



tions led into other lines of work. "May we make wigwams, canoes, 
bowls. Indians in costume, rugs, pictures of Indian life?" "How 
shall we make them?" 

"What materials will be best suited to each?" 

So the art work was suggested and planned by the teacher and 

class. It not only conformed with the requirements of the outline 

in art but added a number of special problems. 

Various Lines of Advance Toward the Goal 

a. Reading : 

Complete sets of books (one for each pupil) were used for 
reading and all the stories about Indian life were read silently, and 
discussed by the pupils, who questioned each other. Then the selec- 
tion was read orally. 

Books used were : 

"Myths of the Red Children," by Gilbert L. Wilson. Selections 
from : New Barnes Reader, Book Three ; Riverside Reader. Book 
Three ; Story Hour. Book Three ; "Around the World with Chil- 
dren." by Frank G. Carpenter. 

b. History, Geography, Oral Language. 

The children were allowed to use the class library for seat work. 
It is safe to say that ninety per cent, of the pupils read all the books. 

For outside reading, the class was divided into groups. A cer- 
tain group read about a given topic until they were ready to tell about 
it and discuss it, another group pursued another topic, etc. If a pu- 
pil brought a book from home, he was allowed to read some part of it 
to the class as a basis for discussion in oral language. The follow- 
ing outline was covered. 

Appearance 

Material Compared with 

Clothing How constructed our mode of 

How sewed living. 

Materials Compared with 

Homes How constructed Indian home of 

Decorations today 

Tools and Weapons 

Games 

Picture Writing 

General information 

74 



I 

1 



Class library 

Indians and Pioneers — B. E. Hazard 

American Indians — Frederick Starr 

Indian Primer — F. C. Cox 

History Primer — Oscar Gerson 

Dorcas — G. S.Snedden 

Mewanee — Belle Wiley 

Children of the Wigwam — Annie Chase 

Around the World — Stella W. Carroll 

First Lessons in American History — S. E. Forman 

Child Life III— Blaisdell 

Hiawatha Industrial Reader — Mary Proudfoot 

Indian Legends — M. F. Washburn 

Stories of the United States for Young Readers — Anna Davis 

Books Brought by the Children 

Indian of Today — C. A. Eastman 

Indian Boyhood — C. A. Eastman 

Thrilling Adventures Among the Indians — E. S. Ellis 

Life Among the Iroquois Indians — Casewell 

Historical Reader — Burton 

Stories of American History — Florence Orville 

True Stories About the Indians — E. S. Ellis 

The Indian Book — W. J. Hopkins 

Five Little Strangers — Julia A. Schwartz 

Indian Stories — Major C. Newell 

c. Written language : 

The children told in writing some of the things they had learned 
under the topics outlined. Every child wrote something on each 
topic. The class was then organized to illustrate two booklets, one 
to be used with the written project, the other for the art supervisor. 
In this way several children worked on each illustration. The pupils 
also chose the compositions for the booklets. 

d. Spelling :> 

Each pupil brought a list of words from which the spelling les- 
sons were selected. 

e. Music : 

Songs — Wah-wah-tay-see and Uncheeva's Sleep Song. 
75 



f . Physical Training : 

Indian Dance, State Monograph, Grade Five. 

g. Art: 

Problems worked out : 

Design — Illustrated by bowls, wigwams, Indian costume, rugs, 
beads. Applied to — ^pottery, rugs, beads, head-bands, dresses. 

Lettering — Book covers, posters. 

Costumes — Illustrated in cut paper, costumes for dance. 

Industries — Pottery, weaving, bead work. 

Illustrations — Indian Sports, weapons, utensils, fishing, hunt- 
ing and dress. Shown by — Poster, drawings on paper, crayon, and 
sand table work. 

Materials and models used in art problems : 
Pictures from text books (readers) 
Pictures brought by the children 
Pictures from magazines and newspapers 
Pictures from the public library 
Models from the public library 
Models made at home by the children and brought to 

school ; canoe, bow and arrow, spear, peace-pipe, doll 

dressed as an Indian. 

Much of the work in cutting was undirected seat work, and 
was all free hand. After a few lessons in weaving, the children 
could weave independently. The Indian bowls, wigwams, Indians 
in costume, and the clay bowls are the results of directed class work. 
Most of the designs are original. 

This project was used as a type to enable pupils to understand 
and appreciate similar undertakings : 

By helping pupils to arrange their ideas in a logical order. 
Leading them to use this outline in the choice of subjects 

for outside reading and written composition. 
Teaching them to find material in books on given topics. 
Constant comparison with former studies, as. Early Cave 
Men. 

The educational possibilities of the project : 
I. Constant opportunities for pupils to plan and select 
materials. 



Free scope for original work in art. 

The beginning of research work in books. 

Opportunity to show that just at hand, at school, at 

home, in the library, pupils can find the things 

needed. 
Working and planning in groups. 
Selecting best from class work gave opportunity to 

judge and form standards. 

2. Course of study was used in art, language, geography, 
history and reading, spelling, music, and physical train- 
ing outlines were supplemented by the use of Indian 
material. 

Our Bird Club (Third Grade) 

Elsie E. Carlson, Primary Supervisor, Roselle Park, N. J. 
Situation 

This project was originated just before Bird Day. The chil- 
dren had been asked to contribute some recitations appropriate to 
Bird Day and a very interesting program was given at the chapel. 
At that time it was announced that children bringing ten cents could 
join the New Jersey Junior xA.udubon Society and receive the bird 
pictures and pamphlets. The children were extremely enthusiastic 
about joining and a club of thirty-two members was formed. 
Activities 

The giving out of the membership buttons was a very impres- 
sive sight. Each child went to the front of the room and as the 
teacher pinned on the button, he made a solemn promise that he 
would do all he could to protect and help the birds. 

The suggestion of making booklets was approved by the teacher. 
The children folded large green drawing paper for the books and 
bound them with cord. The covers were very attractive. The chil- 
dren did their very best work for they knew they were making 
something they could keep. Some drew and colored bird houses, 
with birds flying about and some, trees with birds in them. 

The next problem was to decide what the books should contain. 
Some suggested drawing hfe-sized birds and coloring them. This 
worked out very well indeed. Every child drew at least two birds. 

A poem was brought in entitled, "Welcome. Little Robin." The 
children were very careful in copying the verses. 

77 



One morning a little boy annovinced that he had seen a robin. 
At once the children became interested and began to talk about the 
habits, food, color, and nests of birds. A language lesson on the 
robin followed until the children were able to write original para- 
graphs on some bird. These were added to the booklets. 

Other birds were reported almost daily and if the children were 
not familiar with their names, they were permitted to look them 
up in the Bird Guide. In this way they learned the names of a num- 
ber of birds. 

Several interesting lessons on problems involving birds were 
given and these were also included in the books. Some of the chil- 
dren discovered songs about birds in their music books and the tunes 
and syllables were learned far more quickly because the children 
were especially interested. ». 

The Burgess Bird Book was purchased by the teacher and llie 
children asked if a chapter might be read every morning. I do not 
believe a more attractive bird book for children has ever been writ- 
ten. As the teacher read, the children would look at the pictures of 
the birds which were hung around the room to find the birds she 
was reading about. Stories were also read from the Bird Lore Mag- 
azine published by the Audubon Society. 

On Friday afternoons the children were allowed to read to the 
class from books and it was very interesting to note that the majority 
selected library books. 

A letter was written and sent to the Dwight Company, asking 
for a bird chart and a very beautiful one was received. The chil- 
dren were very much interested in pointing out birds with which they 
were familiar. 

The children then decided to make a poster of their own. A 
tree was drawn on a large piece of cardboard and the children were 
permitted to paste their birds on it where they wished to have them. 
Some added nests. Of course, all the birds were not used and those 
remaining were pinned up as a border over the blackboard. Some 
birds from Dennison's were also added. 

The teacher suggested a language game which was played as 
follows : A child was chosen to go to the woods or fields and describe 
a bird which he saw. If the children could not guess at once they 
were allowed to refer to the bird chart. The pupil who guessed 
the name of the bird was the next one to take the trip. We were 
greatly pleased with the accurate descriptions and the good language 
that was used. 



The children were very enthusiastic about taking a walk to study 
birds. I was invited to accompany them and we stopped near the 
edge of a wood not far from the school building. Here we watched 
for a while and enjoyed seeing the different kinds of birds, some 
flying from tree to tree and some. building their nests. This was a 
very profitable trip as the children had a great deal of kuQwledge 
about birds before they started, and recognized several birds. When 
they returned they started to keep records of birds they had seen and 
these were later put into the booklets. 

Then an attractive spring scene was worked out on the sand 
table. The children brought in twigs and pieces of evergreen. On 
the twigs were pasted small, round pieces of pink and white tissue 
paper to represent blossoms. A house, flower gardens, bird and ani- 
mals which the children made were added. On the blackboard, 
forming a back-ground for the sandtable, the teacher drew a daisy 
field and some trees upon which the children pasted cut-out birds 
and nests. 

Course of Study 
Practically the whole course of study for the Third Grade was 
used in this project : Oral and written English, conversational les- 
sons, development of the paragraph, copying poems and original com- 
positions. Reading by teacher and the pupils. Drawing of birds, 
etc. Industrial Arts. Spelling in connection with the Language 
work. Arithmetic : problems and drill. Music. Nature study. 
Coijiment 
The democratic spirit of cooperation among the children was 
very apparent. They were so interested in their work that it was a 
pleasure to teach them. Everything that was accomplished seemed 
worth while and so the children put forth extra et¥ort in their les- 
sons. They have assumed the responsibility of protecting the bird? 
and helping them when it is necessary. 

Perhaps the greatest value to the children was the deep interest 
they have taken in nature and much of the knowledge I am sure will 
be retained all the rest of their lives. 

References 
Bird Book for Children — Thorton Burgess. 
Bird Chart — D wight and Co., New York City. 
Bird Guide. Birds of New Jersey — Page & Cp., Garden City, New 

York. 
Bird Life — Frank Chapman. 

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